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Supervision

Graduate supervision is a cornerstone of research-based graduate education at Western University. Effective supervision fosters academic growth, supports research excellence, and helps students progress successfully toward degree completion. The resources on this page provide information about supervisory relationships, supervisory expectations, finding a supervisor, and tools to support effective collaboration between students and supervisors.

Graduate supervision is a fundamental component of thesis-based programs at Western University, requiring a collaborative relationship grounded in mutual respect, clear communication, and shared expectations.

SGPS Regulations on Supervision govern the supervisory relationship at Western. These regulations outline the roles and responsibilities of students, supervisors, supervisory committees, and graduate programs to promote accountability, transparency, and consistent support, with the goal of fostering productive academic partnerships and ensuring timely progress toward degree completion.

Finding a Supervisor

The establishment of supervisory relationships vary across graduate programs at Western. Some supervisors, especially in Master’s degree programs, are assigned by the program. Other programs may require the identification of prospective supervisors before admission. Other programs may require students to have already secured a supervisory relationship before entry. Consult your program’s admission guidelines to determine which is the case for your program.

Your area of research should reasonably align with the expertise of your supervisors. When exploring potential supervisors for your program, take time to understand both their research focus and working style. Review their journal articles or conference presentations, browse their website and CV to get a sense of their research interests, and speak with current students to better assess whether the fit will suit you.

Graduate Supervision Handbook

The Graduate Supervision Handbook at Western University provides guidance to support effective and productive supervisor–student relationships, emphasizing the importance of clearly defined roles, open communication, and shared expectations. By outlining key principles and responsibilities and highlighting common areas of misunderstanding—such as authorship, funding, and research direction—the handbook aims to help prevent conflict, foster collaborative academic environments, and support graduate students in successfully completing their programs. The Graduate Supervision Handbook is not academic policy, but a collection of advice and principles.

One of the most important aspects of graduate training is the timely, clear identification of a Supervisor for each graduate student. Although there are wide variations in the pattern of finding such a Supervisor, it is this individual who plays a key role in the direction of the graduate student's research. Although reasonable effort will be made to accommodate individual student research preferences, the graduate program cannot guarantee to provide a particular supervisor, nor to accommodate every topic of research that might be proposed by a graduate student. As one illustration, some programs may only accept students to work on specific projects that are funded by a faculty member's research grant or contract-based funding.

The relationship between the student and supervisor is one of the most important to the student's successful completion of the degree. Continuity of supervision is an integral component of this relationship, and is thus extremely important in all aspects of graduate work. As a consequence, a change in supervisor is usually made only in exceptional circumstances, based upon strong and compelling reasons (e.g., major academic disagreements and/or interpersonal conflicts that are irreconcilable), following appropriate consultation by all parties involved. It is further recognized, however, that some programs may place each new incoming student with an initial or temporary supervisor. In these cases, a subsequent timely change in supervisors, as the student clarifies research interests, is generally a routine matter.

Intellectual debate is a fundamental component of university activity. Thus, every effort should be made by both the student and supervisor to recognize and acknowledge that a robust element of academic challenge and questioning is a normal, and indeed, healthy aspect of the student-supervisor relationship. On occasion, however, fundamental differences in academic substance, style, or philosophy may emerge between student and supervisor, rendering further intellectual debate counter-productive. Thus, reasons for supervisor change may involve substantial professional academic disagreements between a student and supervisor that, after reasonable attempts at resolution, remain unresolvable.

The relationship between supervisors and students, however friendly and supportive it may become, should always be essentially an academic and professional relationship. Relationships which are at odds with an arm's length criterion (e.g., romantic, sexual, family ties), are unacceptable between supervisors and students. On occasion, major interpersonal conflicts may emerge between student and supervisor, or there may be a substantial conflicts of interest (e.g., with supervisors involved in a dual role capacity, such as having financial and/or business arrangements with the student, as well as being the graduate supervisor). Thus, reasons for supervisor change may involve major interpersonal conflicts that are irreconcilable, or serious conflicts of interest situations that preclude the continuation of effective supervision.

It is recognized that conflict between students and supervisors may be minimized if several steps are taken to promote good practices in graduate supervision. Such practices include the establishment and maintenance of open lines of communication between the student and supervisor, and an understanding of (and adherence to) the guidelines specifying the roles and responsibilities of the various parties involved in graduate supervision (i.e., students, supervisors, supervisory committees and graduate programs). Explicit discussions with new and continuing graduate students and graduate faculty involving issues of authorship, intellectual property ownership, and clear expectations regarding academic performance and timelines for thesis progress and completion, may prove highly beneficial in minimizing the subsequent occurrence of conflict situations.
Conflicts should be resolved, whenever viable, as close as possible to the source of the problem (i.e., at the lowest level of administration). Thus, in the first instance, the student and supervisor should discuss problems frankly and seek solutions. If need be, this level may also involve the supervisory committee. If the problem cannot be resolved at the student-supervisor level, it should be dealt with by the program (i.e., typically, the graduate chair and/or department chair). At both the student-supervisor and program levels, assistance can also be sought through other sources, such as equity services, the ombudsperson, or other forms of mediation. Informal advice at each of these levels can also be obtained from the School of Graduate and Postdoctoral Studies. Each level should make sure all reasonable efforts have been exhausted, prior to moving to the next level. If no satisfactory resolution can be found at the program level, the problem may be referred to the School of Graduate and Postdoctoral Studies. In dealing with conflict issues, all parties should follow procedures congruent with established appeal policies.
In cases of unresolvable conflict, and providing that the student is continuing to meet all program requirements and is making satisfactory academic progress, it is the program's responsibility to make its best efforts to attempt to secure alternative supervision for the student, and to help the student complete the program in as timely a fashion as possible. As one illustration, a change in research interests on the part of the student can sometimes be accommodated by a program finding another supervisor willing to take on this responsibility. If, however, the new area of research interest is outside of the areas of expertise of available members of the program available to supervise, it may not be possible for the program to accommodate this requested change. In attempting to secure alternative supervision for a student, the program should also consider and resolve, to the satisfaction of all parties involved, a number of key issues, including (1) a clear specification of remaining program and thesis requirements, (2) a revised schedule for the timely completion of these requirements, (3) new funding arrangements for the student where applicable, (4) intellectual property and publication/authorship issues, and (5) continuity of the former supervisor's research program. If, however, during a conflict situation, the student withdraws from the program for any reason, such as failure to register, or to pay fees, etc., then it is not the responsibility of the program to attempt to secure alternative supervision.
Every effort should be made both during and following the conflict resolution process to ensure that a change of supervision has a minimal negative effect on the student's career. Thus, any possible negative effects relating to a change in supervisors should not be reflected in subsequent evaluations of coursework, student evaluations for awards, letters of recommendation, etc., for potential employment opportunities, or in the assignment of teaching assistantships, etc.
  • The program should implement and follow the policies of the School of Graduate and Postdoctoral Studies.
  • Programs should provide sufficient information in the letter of offer of admission to new graduate students. This would include, for example, details about means of support (e.g., TA, scholarship, supervisor funding), amount of funding, time of funding, and any initial program expectations. Information should also be provided regarding supervisor arrangements, including the assignment of supervisors, or availability of potential supervisors and their research areas.
  • Programs should provide orientation/information sessions for both new and continuing graduate students. Information conveyed in these sessions might include: overviews of program policies and requirements, areas of expertise of faculty members for research supervision, expected performance and time-lines for completion of degree requirements, intellectual property policies, publication and authorship issues, scholarship and funding information, TA information (and for international students, information about visa requirements and employment regulations), information on policies regarding the proper conduct of research, sexual harassment and race relations, AIDS policies, information about safety and work place regulations, procedures for complaints and appeals, and information on help lines, advisory offices, and counseling services.
  • The program should ensure that each new graduate student has an identified supervisor (or interim supervisor/program consultant) as soon as possible after starting the program. The program should also ensure that the supervisory committee is in place at the appropriate point in time.
  • The program shall ensure that arrangements are made for an alternate supervisor if the regular supervisor either departs or is absent for an extended period.
  • The program should provide students with written guidelines of program policies and notification of any changes.
  • The program should assess and review each student's academic and research progress, at least on an annual basis. This review would include such factors as performance on coursework and Ph.D. comprehensive examinations, and thesis progress. The program should provide feedback which may include specific goals and timelines for completion of various components of degree requirements. Feedback may also take the form of a written contract of expectations. Areas of concern and lack of progress must be clearly identified for the student.
  • The program should identify paths/resources available to students for assistance, and if they wish to raise concerns about their program, supervisor, etc.
  • The program should encourage open communication and feedback between students and supervisors on all issues, including supervisory practices.
  • The program should strive to maintain an atmosphere conducive to scholarly work by graduate students, and help enhance their creativity and productivity.
  • The program should provide mechanisms for monitoring/resolving problems which may arise between graduate students, supervisors, and members of the supervisory committee, and do so in a timely fashion. Programs should further ensure that these mechanisms are congruent with established appeals policies and procedures.
  • The program should ensure a safe working environment for students, and inform them of all relevant safety and work regulations.
  • The program should ensure that a supervisor takes on only as many graduate students as he/she can properly supervise.
  • The program should ensure students are aware of evaluation criteria for all work before work commences.
  • The supervisor should make and maintain a strong commitment to devote the required time and energy needed to successfully engage in graduate student supervision. As part of this commitment, the supervisor should display the highest ethical standards of behavior at all times.
  • Potential supervisors should have sufficient familiarity with the field of research to provide appropriate guidance and supervision or indicate a willingness to gain that familiarity before agreeing to act as supervisor.
  • The supervisor should discuss with the student, very early on, any expectations and relevant policies concerning authorship on publications and issues surrounding ownership of intellectual property, including patents and licenses. This may result in written agreements or contracts between the supervisor and student covering these issues.
  • The supervisor should make the student aware, very early on, of program requirements and deadlines, various sources of funding, policies covering the conduct of research, and any relevant safety and/or workplace regulations. The nature of any financial support provided by the supervisor should be communicated clearly to the student in writing, including details such as the amount, duration, and any specific conditions attached to the support.
  • The supervisor should, very early on, discuss and formulate with the student a plan of study for completion of degree requirements and thesis work, with clear milestones denoting progress. This includes assisting the student in selecting and planning a suitable and manageable research project, setting a viable timeline, and adhering to it for thesis progress and completion.
  • The supervisor should be available for regular consultation with the student. The supervisor and student should discuss and agree on an appropriate schedule for supervision meetings, and the supervisor should provide constructive and timely feedback. More generally, the supervisor should maintain open communication with the student on all issues, including supervisory practices.
  • The supervisor should provide regular evaluations and assessments of the student’s progress and academic performance. This includes a review with the student and supervisory committee, at least annually, of progress on thesis research and any other relevant degree requirements.
  • The supervisor should provide input to the program regarding the student’s progress.
  • The supervisor should make reasonable arrangements to ensure that adequate and appropriate research resources are available for the student’s thesis project.
  • The supervisor should help ensure that the research environment is safe, healthy, and free from harassment, discrimination, and conflict. To this end, the supervisor should be aware of all relevant regulations and policies covering these issues.
  • The supervisor should provide guidance, instruction, and encouragement regarding the student’s research activities.
  • The supervisor should help ensure that the student has access to intellectual resources and research opportunities and should encourage the dissemination of research results through publications and conferences.
  • The supervisor should monitor any major discrepancies in advice given to the student by members of the supervisory committee and/or supervisor and attempt to achieve resolution and consensus on the issues involved.
  • Supervisors should be familiar with all program, School of Graduate and Postdoctoral Studies, and University policies and procedures pertaining to graduate students and supervision, along with information on graduate student financial support.
  • Supervisors should make satisfactory alternative supervisory arrangements if away for a prolonged period of time.
  • Supervisors should inform the program (e.g., graduate chair or department chair) in a timely manner of any serious difficulties that may arise in supervision. These might include major academic disagreements, interpersonal conflicts, or potential conflict-of-interest situations.
  • In conjunction with the supervisor, the supervisory committee should help the student develop a program of study and report on the progress of the student's work. Members of the supervisory committee serve to broaden and deepen the range of expertise and experience available for providing advice and assessing the student. As such, membership on this committee should be determined through consultation between the supervisor, student, and program (e.g., graduate chair).
  • The supervisory committee may assist the supervisor with the monitoring process. This may include at least one annual meeting between the student, supervisor, and supervisory committee to review progress on degree requirements.
  • Members of the supervisory committee may provide additional guidance and advice on the student's thesis research project, complementing the expertise of the supervisor. Committee members should also be available to provide other sources of information to the student and offer constructive criticism and discussion of the student's ideas as they develop.
  • Members of the supervisory committee should be reasonably accessible to the student for discussion of academic progress, consultation on issues related to the thesis research project, and general guidance. Supervisory committee members should also be reasonably available to meet at the request of the student or supervisor.
  • The student should make and maintain a strong commitment to devote the required time and energy needed to engage successfully in graduate work and research, write a thesis, and contribute fully to the scholarly and intellectual life of the University. The student should show dedicated efforts to gain the background knowledge and skills needed to pursue graduate work successfully, and adhere to the highest standards of ethical behavior to assure academic integrity and professionalism.
  • The student should discuss with the supervisor, very early on, any expectations concerning authorship on publications, and issues surrounding ownership of intellectual property (this may include patents/licenses). This may result in written agreements or contracts between the student and supervisor covering these issues. In this regard, the student should become familiar with relevant policies in these domains.
  • The student should become aware of, very early on, all program requirements and deadlines, information about various sources of funding, and university policies covering the proper conduct of research, race relations, sexual harassment, AIDs, appeals, and any other relevant safety and/or workplace policies and regulations.
  • The student should, very early on, discuss and formulate with their supervisor a plan of study for completion of degree requirements and thesis work, with clear milestones denoting progress. This would include, for example, setting a viable time schedule and adhering to it for all graduate work, including thesis progress and completion. Any variations to this schedule, including prolonged absences by the student, should be discussed. More generally, the student should maintain open communication and feedback with the supervisor on all issues, including supervisory practices.
  • The student and supervisor should discuss and agree on an appropriate schedule for supervision meetings. This discussion should also include an agreement regarding appropriate time-frames for the submission of student materials to be reviewed by the supervisor, and the supervisor providing feedback. The student should be reasonably available to meet with the supervisor and supervisory committee when requested and be able to report fully and regularly on thesis progress and results.
  • The student should give serious consideration and response to comments and advice from the supervisor and committee members.
  • The student should maintain registration throughout the program and ensure, that where required, visas and employment authorization documents are kept up to date.
  • The student should be aware of and conform to program, School of Graduate and Postdoctoral Studies, and University requirements relating to deadlines, thesis style, award applications, and other graduate requirements, etc.
  • The student should pay due attention to the need to maintain a workplace which is safe, tidy, and healthy.
  • The student should respect the work and equipment of others, and show tolerance and respect for others sharing the same facilities. This would include, for example, cleaning up workspace when finished, and complying with all safety and work regulations of the program/university.
  • The student should be thoughtful and reasonably frugal in using resources, and assist in obtaining resources for the research of other group members, when applicable. Where applicable, the student should comply with all ethical policies and procedures governing human or animal research.
  • The student should meet agreed performance standards and deadlines of funding organizations, to the extent possible, when financing has been provided under a contract or grant. This would include adherence to any contractual terms under which the thesis research is conducted. The student should meet the terms and conditions of any financial contractual agreements, such as a TA position.
  • The student should inform the program (i.e., graduate chair or chair), in a timely fashion, of any serious difficulties which may arise in supervision. These might include major professional academic disagreements, interpersonal conflicts, or potential conflict of interest situations.

Recognizing Excellence in Doctoral Supervision

The SGPS Award for Excellence in Doctoral Supervision recognizes faculty members who demonstrate sustained excellence in mentoring, supporting, and inspiring doctoral students at Western.

The SGPS Award for Excellence in Doctoral Supervision is an annual award that recognizes one faculty member each calendar year who demonstrates sustained excellence in supervising doctoral students at Western.

Exceptional doctoral supervision shapes careers, scholarship, and confidence long after a degree is complete. This award celebrates supervisors whose guidance and mentorship supports doctoral students’ academic success and overall wellbeing, and who help inspire Western's next generation of graduate-level scholars.

Faculty members are considered for this award through an internal nomination process.


Who Can Nominate?

You are eligible to nominate a faculty member if you are a doctoral student who has completed all the requirements for a Western University doctoral degree. Graduating doctoral students will be contacted by SGPS with information on how to nominate their supervisor.


Supervisor Eligibility

To be eligible for this award, a supervisor must:
  • have a sustained record of doctoral supervision at Western (minimum seven years).
  • be currently active as a graduate supervisor.
  • not be a previous recipient of this award.


Nomination Application Requirements

(1) Statement of Nomination

The nominating doctoral student must provide a statement of nomination (one-to-two pages) describing the supervisor’s excellence in supervision and the supervisory environment.

The letter should:

  • Address the supervisor’s mentoring/supervision philosophy and style.
  • Describe how the supervisor meets the eligibility criteria listed above.
  • Address the expectations and requirements for graduate student supervision at Western (see the SGPS Regulations on Supervision).
(2) Two Doctoral Student Support Letters

The nominating doctoral student must acquire at least two support letters from other doctoral students previously and/or currently being supervised by the nominee.

(3) Graduate Program Chair Support Letter

The nominating doctoral student must acquire a support letter from the Graduate Program Chair (or equivalent) or the Chair of the Department.


How to Submit a Nomination

To submit a nomination, doctoral students must complete the SGPS nomination form and upload a PDF containing the application requirements listed above.

Submit a Nomination


Next Steps

Once SGPS receives a nomination, the Committee Chair will contact the nominee to confirm their consent. Nominations collected between January 1 and December 31 remain active for consideration in the following two spring adjudication cycles. The award is adjudicated by the GEC Supervision and Mentorship Advisory Committee.


Important Milestones

  • Award cycle: January 1 to December 31 each year.
  • Nominations ongoing: when students complete all doctoral degree requirements.
  • Nominations close: six months after degree completion.
  • Each spring, an award recipient nominated in the previous calendar year is publicly recognized with the SGPS Award for Excellence in Doctoral Supervision, including publication on the SGPS website and a certificate presentation.

Additional Resources for Supervisors