Summary findings from these internal reports highlight that students and supervisors need the opportunity to:

• Get to know each other as individuals, with increased awareness to differences in ability, gender, minority status, culture, and life circumstances
• Communicate needs and experiences
• Receive clear expectations and flexible timelines
• Try new ideas and have a chance to fail with support
• Be encouraging of each other

When compared to the other universities in Canada, McMaster University demonstrates leadership in access to supervision materials, with guidebooks, supervision policies, contracts/forms, and complaints handling processes available and housed in a single location

Development of additional supports and resources at Mc Master University should consider: conflict resolution, online training/education of supervisory relationships, public/professional recognition and incentivization of graduate supervision.

Clear links have been made between a good supervisory relationship and mental health. Both student and supervisor mental health can deteriorate if the relationship deteriorates. From internal reports – noted repeatedly that  “empathy” is required to support a healthy  graduate student – faculty supervisor relationship – this requires mutual understanding of different perspectives and changing circumstances. 

Five faculties were represented: feedback and interviews were conducted with Associate Deans, staff, and faculty. The following were key findings from these conversations:

Mentorship and Skills Training: There is a need for mentorship and skill training, with an emphasis on communication skills

Context Matters: Different contexts (e.g., lab vs. one-on-one support) change the look and shape of graduate supervisory relationships. Different cultures and climates (i.e., programs, departments, Faculties) are also important to understand and address.

Access to the Right Supports at the Right Time: Currently there are interventions to support faculty and students when a problem is identified. However, there is less available to identify and help resolve issues before they become a problem (prevention vs. intervention). Additionally, existing resources are not always utilized, and there is variability in how these resources are experienced (both positive and negative).

Prioritizing Excellence in Supervision 

• Barrier: Supervision has not been prioritized or incentivized to the same degree as other supervision responsibilities like research output
• Recommendation: incentivize positive supervision, regular check-ins to give and receive feedback for both student and supervisor, timely (early) intervention

Centralized Resource Hub

• Barrier: There is inconsistency in how resources specific to graduate student-faculty supervision are developed, implemented, and translated into practice. Students and supervisors reported an inability to find information when needed, and a lack of consistency across Faculty and department made policy and protocols difficult to navigate
• Recommendation: A central access point where students and supervisors can go to access information

Need for Navigation

• Barrier: Navigators need to be implemented to support supervisors and students to receive the right information at the right time. Due to existing power imbalances, the navigator should not be tied to a department, to decrease potential for bias and increase likelihood of students and staff approaching
• Recommendation: Full-time paid positions to be created for navigation. These navigators will work separately from the department and be available for both supervisors and students as needed.

Education and Skills Training

• Barrier: There is a reported lack of training for supervisors and students in two areas:
  • McMaster University policies, available resources, and supports for graduate students and supervisors
  • Social and emotional skills to manage supervisory relationships
• Recommendation: Training should be offered at regular intervals to support students and faculty
  • Topics include managing positive  relationships, best practices for graduate student-faculty supervision, conflict management, relationship building, role clarity, financial support, grant applications, and McMaster student policies.