Publishing academic work can often feel like an insurmountable task. One that involves research, reading, and writing skills that must come together to clearly communicate ideas clearly and credibly. However, many students entering postgraduate programs often do so with uneven research foundations which are vastly shaped by different undergraduate experiences. This is where supervisors come in. A good research supervisor does not just oversee timelines and signatures, rather, they mentor, guide, and equip students to bridge their learning gaps. While most undergraduate programs touch of the basic research techniques, the practical components- academic writing, critical analysis, and scholarly education often remains underdeveloped. A strong supervisor helps students navigate these challenges, often shaping their first real experience with academic publishing. In this post, we will explore what makes a good research supervisor and how you can find one too.

Why Does it Matter?

Because good supervision can either make or break your research experiences. Quality supervision influences not only your academic outcomes but also your mental well-being, motivation, and overall satisfaction throughout the process. A supportive supervisor can elevate your confidence and clarity, while a poor fit may lead to misaligned expectations, frustration, and stalled progress.

The Anatomy of a Good Supervisor

A good supervisor plays the role of a mentor, project manager and cheerleader. They are experienced and knowledgeable in the field, energetic and are genuinely invested in nurturing research excellence. However, technical experience alone does not make a good supervisor. The best ones are often those who provide constructive feedback, are approachable, and take the time to understand each student’s strengths and challenges. They are able to balance academic rigor with empathy and patient, being able to push but also support. Other practical factors that come into play include the supervisor’s availability and accessibility, their experience with supervision, available resources and even their leadership styles. The “ideal” supervisor ultimately depends on your individual context- your goals, work style and expectations.

Red Flags and Cautionary Tales

However, some supervisory relationships may be challenging and even counterproductive. Common red flags include chronic unavailability, vague or inconsistent feedback, lack of enthusiasm for your projective and even poor communication or unrealistic expectations. While one bad encounter does not define a bad supervisor, it is recuring patterns of these kinds of experiences that do. Recognizing these early can help you address the dissatisfaction experienced in attempt to course-correct, or in some cases, seeking a change in supervision.

How to Find the Right Supervisor (Without Losing your Mind)

Here are practical steps to make that match work.

1. Do your Homework

● Read their recent publications: do they publish in your interest area?

● Look at their student track record: do former students finish, publish, move into jobs?

● Check whether they have supervised students in contexts similar to yours (for example, African health systems, resource-constrained settings). Research shows that accessible feedback and supervision style matter significantly.

2. Start with Alignment

Don’t just pick a supervisor because they’re high profile. Choose someone whose research field excites you, whose methods feel manageable and whose institutional context aligns with your goals. Passion and fit often matter more than prestige.

3. Test the Chemistry

Have an informal chat or meeting - ask:

● “How often do we meet, and what do those meetings look like?”

● “What is your turnaround time for feedback?”

● “How do you support students with writing and publishing?” If the conversation feels awkward, or you sense that you’ll be “left alone,” that may be a warning sign.

4. Ask the Right Questions

● How many students are you currently supervising?

● What is your expected frequency of meetings and feedback?

● What happens if I fall behind?

● What support do you provide for publication, presentation, or networking? It’s important you feel comfortable asking for these answers—doing so shows initiative and helps clarify expectations. Research suggests that student-supervisor misalignment is a key driver of dissatisfaction.

5. Making the Most of the Relationship

Finding a good supervisor is one thing; nurturing that relationship is another. Here are some tips:

● Communicate regularly: keep meeting agendas, share progress, be transparent about difficulties.

● Set mutual expectations early: discuss how often you’ll meet, how feedback will be given and what turnaround times look like.

● View feedback as a dialogue: treat it as a two-way street rather than a lecture.

● Take initiative: bring questions, propose next steps, show you are driving your own research.

● Express professionalism and gratitude: a simple “thank you” or check-in email goes a long way.

● Respect their time: supervisors often juggle teaching, research, admin and mentoring—so being prepared and organized shows you value the time. Research in medical student supervision emphasizes the importance of supervisor engagement in student projects for success.

6. Conclusion

The supervisor you choose (and become) In the end, your supervisor is more than a signature on your thesis — they are a partner in your research journey. In the Southern African context, where resources and systemic pressures are real, but so too is potential, a strong supervisory relationship can make all the difference. At the Southern African Medical Trainee‑led Research Alliance (SAMTRA), we believe that cultivating supportive, ethical, and empowering supervisory relationships is key to nurturing the next generation of researcher-clinicians. And remember: one day, you may become the supervisor. May your future students look back and say, “That person made research a little less lonely, a lot more possible.”

Further Resources

1. Masuku VZ. Becoming a Research Supervisor: Reflections on a Postgraduate Supervision Course. Teach Educ Curric Stud. 2021;6(4):143-150. doi:10.11648/j.tecs.20210604.16. Science Publishing Group+1

2. Zafar A, Muhammad Y, Anis F. Research Supervisors’ Beliefs and Practices related to Supervision. J Educ Sci Res. 2021;8(1):207-223. ResearchGate

3. Pavliuk D, Zhuchkova S. Choosing to succeed? Insights into doctoral students’ supervisor selection and its outcomes. PLoS One. 2025;20(7):e0328471. doi:10.1371/journal.pone.0328471.

4. Davis D. The ideal supervisor from the candidate’s perspective: what qualities do students actually want? J Further Higher Educ. 2020;44(9):1220-1232. doi:10.1080/0309877X.2019.1669772.

5. Enago Academy. What Makes a Good Research Supervisor? May 24 2018. enago.com

6. Hart J., Hakim J., Kaur R., et al. Research supervisors’ views of barriers and enablers for research projects undertaken by medical students. BMC Med Educ. 2022;22:370. doi:10.1186/s12909-022-03429-0.

7. University of Otago Graduate Research School. Perspectives on quality supervision. otago.ac.nz+1

8. Bakar NA. Characteristics of an effective PhD supervisor. 2019