Thesis and Dissertation Writing in a Second Language: a handbook for Supervisors

Application: the role perception scale
The role perception scale is a simple instrument to help both student and
supervisor begin an open discussion about their potentially differing
understandings of the supervisory relationship. We suggest that student
and supervisor complete it separately and then compare their respective
perceptions.
Read each pair of statements listed in Figure 2.2. Each expresses a
point of view that supervisors and students may take. You may not agree
fully with either of the statements; in this case, estimate your position and
mark it on the scale. For example, if you believe very strongly that super-
visors should select the research topic, you would circle ‘1’ on scale 1. If
you think that the supervisor and the student should be equally involved,
then circle ‘3’ and if you think it is definitely the student’s responsibility
to select a topic, circle ‘5’.

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Topic/area of study
1. It is a supervisor’s responsibility
1 2 3 4 5
It is a student’s responsibility to 
to select a promising topic.
select a promising topic.
2. In the end, it is up to the 
1 2 3 4 5
A student has the right to
supervisor to decide which 
choose a theoretical standpoint 
theoretical frame of reference is 
even if it conflicts with that of 
most appropriate.
the supervisor.
3. A supervisor should direct a 
1 2 3 4 5
A student should be able to 
student in the development of an
work out a schedule and 
appropriate programme of 
research programme appropriate
research and study.
to their needs.
4. A supervisor should ensure
1 2 3 4 5
Ultimately, the student must find 
that a student has access to 
the necessary facilities, materials 
all necessary facilities,
and support to complete their
materials and support.
research.
Contact/involvement
5. Supervisor–student relationships 1 2 3 4 5
Close personal relationships are 
are purely professional 
essential for successful 
and personal relationships 
supervision.
should not develop.
6. A supervisor should initiate 
1 2 3 4 5
A student should initiate 
meetings with a student.
meetings with their supervisor.
7. A supervisor should check 
1 2 3 4 5
Students should have the 
constantly that a student is 
opportunity to find their own 
on track and working 
way without having to account 
consistently.
for how they spend their time.
8. A supervisor should terminate
1 2 3 4 5
A supervisor should support 
the candidature if they think a 
the student regardless of their
student will not succeed.
opinion of the student’s capability.
The thesis/dissertation
9. A supervisor should ensure that
1 2 3 4 5
As long as a student works 
the thesis/dissertation is finished 
steadily they should be able to 
within the allocated time.
take as long as they need to 
finish the work.
10. A supervisor has direct 
1 2 3 4 5
A student has total responsibility 
responsibility for the 
for ensuring that the 
methodology and content 
methodology and content of 
of the thesis/dissertation.
the thesis/dissertation are 
appropriate to the discipline.
11. A supervisor should assist in 
1 2 3 4 5
A student must take full 
the actual writing of the thesis/
responsibility for presentation of 
dissertation if the student has 
the thesis/dissertation, including 
difficulties, and should ensure  
grammar and spelling.
that the presentation is flawless.
12. A supervisor should insist on 
1 2 3 4 5
It is up to a student to ask for 
seeing drafts of every section 
feedback from their supervisors.
of the thesis/dissertation
in order to give students 
feedback on their work
Figure 2.2 The role perception scale
Source: based on Moses 1992: 25

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Working with second-language speakers of English
39
Miò Bryce (2003), who is from a Japanese background, has reflected on her
experience as both a PhD candidate and an academic in Australia, and recom-
mends that the supervisor adopt a hands-on approach from early on,