A strong relationship between a supervisor and a student can be a thing of beauty. It’s built on mutual respect, shared enthusiasm for research, and often, a mentorship that extends beyond work. However, when you throw different languages, cultural backgrounds, and personal expectations into the mix, things can get complicated.
Imagine you’re a PhD student, fresh from an environment where your previous supervisor was available around the clock, ready to guide you at every step. Naturally, you’d expect something similar in your new role. Conversely, if you’re a young researcher stepping into your first supervisory shoes, armed with strategies gleaned from your PhD days or the latest good-practice articles, you might think you’ve got it all figured out.
Here’s the hard truth: these expectations often miss the mark because they’re built on assumptions that don’t always align with reality.
People come with their own set of beliefs and communication styles, deeply ingrained by their personal experiences and cultural backgrounds. What seems straightforward to one might be perplexing to another. And yes, we all know the advice: "Set clear expectations during your first one-on-one meetings." But even with the best intentions, communication can slip - especially if one party is shy, intimidated by hierarchical structures, or simply overwhelmed by their workload.
But how do we bridge these gaps? One effective approach is to lean on written communication. Writing isn’t just about formalizing communication; it gives both parties time to think, reflect, and articulate their thoughts clearly without the pressure of an immediate response. It can prevent misunderstandings that often arise from off-the-cuff remarks that are later regretted.
So, when clarity is crucial, write it - don’t just chat!
Understanding that there’s no one-size-fits-all method to communication is crucial. Some might prefer direct, face-to-face discussions, while others find clarity in the written word. Recognizing and adapting to these preferences can help manage the expectations and bridge the gaps that diverse backgrounds often bring.
Building a strong supervisor-student relationship in a research setting is as much about managing expectations as it is about guidance and support. It’s about acknowledging the differences, adapting communication methods, and sometimes, just taking a step back to ensure that everyone is on the same page. Effective communication is key, but being flexible in how you communicate can make all the difference.
-- João
Imagine you’re a PhD student, fresh from an environment where your previous supervisor was available around the clock, ready to guide you at every step. Naturally, you’d expect something similar in your new role. Conversely, if you’re a young researcher stepping into your first supervisory shoes, armed with strategies gleaned from your PhD days or the latest good-practice articles, you might think you’ve got it all figured out.
Here’s the hard truth: these expectations often miss the mark because they’re built on assumptions that don’t always align with reality.
People come with their own set of beliefs and communication styles, deeply ingrained by their personal experiences and cultural backgrounds. What seems straightforward to one might be perplexing to another. And yes, we all know the advice: "Set clear expectations during your first one-on-one meetings." But even with the best intentions, communication can slip - especially if one party is shy, intimidated by hierarchical structures, or simply overwhelmed by their workload.
But how do we bridge these gaps? One effective approach is to lean on written communication. Writing isn’t just about formalizing communication; it gives both parties time to think, reflect, and articulate their thoughts clearly without the pressure of an immediate response. It can prevent misunderstandings that often arise from off-the-cuff remarks that are later regretted.
So, when clarity is crucial, write it - don’t just chat!
Understanding that there’s no one-size-fits-all method to communication is crucial. Some might prefer direct, face-to-face discussions, while others find clarity in the written word. Recognizing and adapting to these preferences can help manage the expectations and bridge the gaps that diverse backgrounds often bring.
Building a strong supervisor-student relationship in a research setting is as much about managing expectations as it is about guidance and support. It’s about acknowledging the differences, adapting communication methods, and sometimes, just taking a step back to ensure that everyone is on the same page. Effective communication is key, but being flexible in how you communicate can make all the difference.
-- João