Doctoral Supervision

LAHP works with supervisors from the eight LAHP partner institutions.

A student’s primary supervisor (or co-supervisors) plays a key role in supporting the student’s progress and development – in terms of their research project, their development as a researcher, and their wider professional skills.

Doctoral supervision should be in line with each institution’s own academic regulations and procedures for supervision.  For academic regulations, codes of practice, policies and procedures, please visit the relevant pages:

• King’s College London
• London School of Economics & Political Science
• Queen Mary University of London
• Royal Central School of Speech & Drama
• Royal College of Art
• Royal College of Music
• School of Advanced Study
• University College London

Doctoral supervision is a core academic responsibility, requiring expertise in both teaching and research. In addition to following good practice relating to the supervision of research students and continuing professional development, there are some additional expectations of LAHP supervisors to support AHRC-LAHP funded Postgraduate Research Students.

• Monitor progress of doctoral students and ensure timely completion. The maximum period for submission (assuming the award is not suspended at any point) should be four years from the start of the award for a full-time student and, for part-time students, four years full-time equivalent (FTE)
• Seek LAHP approval for doctoral students who may wish to apply for an interruption of study to ensure
  the reasons for the interruption meet the terms and conditions of the AHRC award.
• Ensure that students have appropriate ethics approval for any empirical research they carry out,
  including the necessary risk assessments.
• Maintain an awareness of the Research Councils’ Statement of Expectations for Doctoral Training.
• Work with doctoral students to identify additional training needs and review developing skills and knowledge, using the relevant institution’s doctoral skills development framework and LAHP’s research development programme.
• Support the development of transferable skills as an important part of a doctoral student’s studies and thesis writing.
• Encourage doctoral students to take direct responsibility for identifying their own learning needs, to reflect on learning and update their skills training accordingly.
• Advise doctoral students on career opportunities and, as appropriate, refer them to the career guidance service in the relevant institution’s and elsewhere.
• Provide support to doctoral students applying for additional LAHP and other funding schemes.
  Co-supervision across the LAHP partner institutions is strongly encouraged by the LAHP.