A process to develop an agreement between students and a supervisor
It should be noted that the sorts of students who are used in this example have been supported by industry-funded sources and/or have been recruited to a larger research project with the PhD topic being defined by the project they are joining. This partly explains why there is an emphasis of the contribution of the supervisor to the research, and why there is mention of the right of the supervisor to publish using the data collected. In more traditional PhD situations, where the student devises the topic and recruits a supervisor, the discussion of IP might be more to protect the prior IP of the student.
Suggested Process
At first it may feel a little odd about introducing an agreement to students, but it was found in the author's experience that students quickly welcomed it – they thought it was great to have an understanding of what they could expect. Since the author's initial introduction of the concept to his students it has been introduced very early on in the supervision relationship in the way described below. The process is designed to ensure that there is no pressure on the student and that when they sign, they do so in a full understanding of the issues.
It is suggested that before a supervisor accepts a student and/or before they are selected as a successful candidate for a scholarship that may be on offer, a general discussion takes place about the project. It is also sugguested a general discussion about life in general takes place, so that the student and supervisor get to know each other.
Depending on the circumstances, and perhaps on a second or third meeting, it is suggested that you may explain that supervision requires a major time commitment and that it is important that there is a shared understanding of what it entails. You then ask the student to complete the Opinions about Research Supervision Questionnaire (on the fIRST online activities page). Once completed you can discuss variances in the responses if they exist, and use the Questionnaire as an opportunity to talk about supervision in general. At the end of that meeting (which should take around an hour), it is a good idea to have a record of understanding about supervision and that you have a draft agreement you would like the student to consider.You can then present the student with the draft, which you talk about and you answer any questions they might have – but you should always let them take it away to think about.
At some later date, and usually after the student has enrolled with you as supervisor, when you feel it is appropriate, you should revisit the agreement. In the meantime, the student has had a chance to think about what they want it to say, and they have been able to talk about it with their friends and colleagues – which it suggested that you encourage. A typical reaction of the author's students has been that their friends have wished they had one too! At a meeting specifically identified as being for the purpose, the draft template is converted to an actual agreement, with the individual student’s name inserted and any items changed as necessary.The student should be encouraged to make additions/changes at this stage. When that discussion is complete (having allowed about an hour for it), you both sign the document, thus declaring our commitment to the supervision relationship. The signing is a very meaningful act of commitment, a highlight, and an achieved milestone, to be celebrated.
The agreement should be reviewed regularly. It is suggest that it be reviewed first shortly after the submission of the Preliminary Research Plan (or Confirmation) – when the student has clarified what they will actually do. It is then suggest that the agreement be reviewed annually at some meaningful time, either at the beginning of the year as a way of starting each year, or in conjunction with an annual review process.
Introduction
Why have an agreement
Process to develop an agreement
Some comments on agreements
Example of an agreement