rug phd supervision training

Training and Supervision Plan (TSP)

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The Training and Supervision Plan (TSP) describes a PhD candidate's planned training and teaching activities, as well as agreements on supervision and evaluation of performance and progress. Although the TSP has a formal function, it should primarily be seen as a structure that facilitates the planning of activities related to personal development and the frequency, format and responsibilities of supervision. The candidate should use the TSP to discuss these matters with the supervisors so that both parties agree on the PhD candidate’s training and supervision. The total number of training and education credits required to be listed in the TSP should be at least 30 ECTS, which corresponds to a time investment of ~22 weeks.  

• must be submitted by the PhD candidate within the first three months, but preferably within two months after the start of the project.
• is signed by (co)-promotor(s) and supervisor(s), and is officially approved by the Graduate School. Rights and obligations are formalised through this document.
• can be altered in the course of the PhD period. The PE&RC office must be informed on changes with respect to supervision, but does not need to be informed about specific changes in the training components.

Please prepare a draft version together with your supervisor(s) and send this by email to the PE&RC PhD Programme Coordinator with whom you had an intake meeting. They will give feedback and advice when needed. Accordingly you and your (co)-promotor(s) and supervisor(s) sign the TSP after which you send it to the head of the PE&RC PhD programme ( [email protected] ) for formal approval. 

PhD’s registered in Wageningen should then upload the fully signed and approved TSP to Hora Finita. 

• General PE&RC TSP form
• Specific TSP form for Naturalis PhD candidates 

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Resource Utilization Group (RUG) Training

Registration.

The Texas Health and Human Services Commission's Office of Inspector General provides training to Medicaid providers, contractors, their employees, and staff from other state agencies that are involved in the administration of health and human services.

This web-based training on the Minimum Data Set (MDS) – Resource Utilization Group (RUG) is intended for long-term care nurses and other providers of long-term care in an institutionalized setting, and for nurses and providers associated with the Department of Aging and Disability Services Community Programs.  It is designed to provide the requirements for completing MDS assessments for Texas Medicaid payment.

Texas State University, in cooperation with the Office of Inspector General, makes this training available through the Continuing Education's online course program.

Important: Nurses must complete RUG training every two years to be able to submit forms for Texas Medicaid payments.

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RUGS Information

Please carefully read this entire page before completing the online RUG training registration form. 

You have 90 days to complete the training. If you have not completed the training within your 90-day enrollment period, you will need to complete the registration process again.

The RUG training may take up to four (4) hours to complete.

Training must be repeated every two (2) years. If training requirements are not met, assessment submissions are not allowed.

If your license number changes, we must be notified so the database can be updated. Please email a written request asking that your license number be changed. Include in the written request the old license number that is to be deleted and the new license number that is to be added, and email it to [email protected]. Written requests will be kept on file and the report to TMHP will be adjusted to reflect the change.

This program operates on the Texas State University schedule. We are closed on University holidays and services are limited during Christmas Break (2 weeks) and Spring Break (1 week).

Technical Requirements

You must have:

• A secure Internet connection to complete the online RUG training program.
• A working email account
• A web browser such as Firefox or Google Chrome, must accommodate and allow security settings that enable Javascript and Java.
• Adobe Acrobat Reader 4.0 or higher -  available free online at Acrobat Reader

If you have a pop-up blocker on your browser, you may need to turn it off or tell it to allow pop-ups. Another problem could be the firewall on the computer. This problem will have to be taken care of by your computer technician.

Payment Information 

The RUG training fee is $40.00.

Payments can be made with a personal or company check, money order/cashier’s check, or credit card (Visa, MasterCard, American Express or Discover).

The University assesses a  returned check fee  for insufficient funds. 

Online Payments

After submitting an online application, a page will pop up with a link to the online payment site. In the box for the "Applicant Name(s)" you will be allowed to enter up to 10 names.

( NOTE:  this is for payment information only - this does not count as an application - each person taking the training will need to submit an individual application).

Enter the name(s) of the person(s) taking the training as the applicant(s) in order for us to be able to match the payment with the name on the actual application. Later during the process, you will need to enter a name for "Billing Information". At that point in the process, enter the name of the person or entity paying for the training.  You will receive an email confirmation of payment.   If you are unsure if your payment went through, please call us before attempting to pay again.

Please call (512) 245-7118 (M-F, 8-5) if you need assistance with the online payment process.

Mail payments to:

Texas State University Office of Distance and Extended Learning ASBN 302 601 University Drive San Marcos, TX 78666

Please be sure to include the name(s) of the applicant(s), their license number(s), and a phone number with this correspondence.

Once payment has been received, it will be matched up with the application for processing. 

Receipts:  Receipts are not automatically sent out but can be emailed upon request.

Refunds:  There are  no  refunds for the online RUG Training Program.

Enrollment Confirmation

Within  5 business days  of your online application and payment, you will receive two emails. The first is your "Rug Enrollment Instructions" and the second is from "TXST Canvas" which is the portal that holds your course.

Please contact our office if you have questions.  Please do not contact CANVAS.

Quite often emails are caught in junk mail/spam folders . Be sure to check these locations before contacting our office.

We are unable to rush registrations.  We suggest allowing ample time for any problems that might occur with your application, payment, internet provider, personal timing issues in completing training, and receipt of acknowledgment of completion.

Accessing Online RUG training Site (Canvas)

Once you have received your "TXST Canvas" course invitation and created your password, you may now access your course. Please see below the following information that may help you while logging in:

Canvas link : https://canvas.txstate.edu/login/canvas

Guest Login:  This is the email you used to register for the course

Guest Password:  The password you created 

Course Completion

After completing the training, you will be sent a course completion email notification within 5 business days. This email is your acknowledgment of completion. We suggest printing several copies; one of which should be kept on file at your facility.

Please keep in mind, upon receiving your certificate, it can take 3-5 business days for the certification to show valid in THMP. We are unable to rush this process, as this process is in place with TMHP.

Special Request

Request a RUG Training Replacement Certificate:  Please complete the online Replacement Certificate Request Form

Request to be transferred from one course to another:  If you accidentally signed up for the incorrect course, please contact us. (This request can not be completed if you have already completed the currently enrolled RUGS program. In the event you  completed  the wrong RUGS program, you must re-enroll for the correct program and submit a new payment)

Important Contact Information

The Texas Health and Human Services Commission / Office of the Inspector General

Texas Medicaid and Healthcare Partnership TMHP

TMHP is the contractor with the Texas Health and Human Services Commission (HHSC) that is responsible for medical necessity determinations and for processing fee-for-service Medicaid claims. TMHP maintains the Long Term Care (LTC) Online Portal in which assessments are submitted and retained for a period of 7 years.

They also conduct periodic LTC training webinars for nursing facilities, hospice, PACE, and community waiver providers. Providers must register for the webinars.

To access TMHP learning management system, providers must register and obtain a username. Visit  Learn TMHP  to register.

Registered users can:

• Run computer-based training modules,
• Listen to or read transcripts of past webinars, and
• Access to written workshop materials.

The goal of the medical necessity assessment training webinars is to educate community waiver providers, nursing facilities, and hospices providers on their roles and responsibilities. Providers will learn how to:

• Obtain an LTC Online Portal administrator account,
• Understand basic LTC Online Portal features,
• Understand Medical Necessity (MN) and the MN determination process,
• Submit Medical Necessity and Level of Care (MN/LOC) Assessments,
• Understand and complete the Long-Term Care Medicaid Information (LTCMI) section,
• Submit Individual Service Plan (ISP) forms,
• Understand the provider workflow process,
• Understand how to correct or inactivate assessments,
• Understand how to print completed and blank assessments, 
• Identify assessment statuses and how to resolve issues.

Texas State University

Texas State University is contracted with the Texas Health and Human Services Commission to administer the Resource Utilization Group (RUG) Minimum Data Sets MDS Nursing Facility and Community Services training programs for both nursing facility and community waiver audiences per federal and state requirements. Texas State University Office of Distance and Extended Learning Continuing Education Program ASBN 302 601 University Drive San Marcos, TX 78666 Telephone: (512) 245-7118 (M-F, 8-5) Fax: (512) 245-8934 Email:  [email protected]

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Training and Supervision Plan (TSP)

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Each SENSE PhD candidate in SENSE develops an individual Training and Supervision Plan (TSP). This plan is tailor-made for your personal development to become an independent researcher in your field. Please fill out the TSP in close consultation with your supervisor. We advise you to submit your TSP within 3-6 months after the start of your PhD to your university/institute for approval. Every SENSE partner institute organises the evaluation and approval of the TSP in its own way.

Please e-mail your TSP to the IHE Delft Graduate School for approval by the PhD Coordinator:  [email protected] . In case of changes after approval: please note that as long as changes are small, you do not have to ask approval for the updated versions of your TSP. Download IHE TSP form (PDF)

Please submit your TSP for approval by uploading it on the  VU Hora Finita . ESD PhD coordinator:  Mónica Sánchez-Román  ( [email protected] ) Download VU-ESD TSP form form (PDF)

IVM PhD candidates are informed about SENSE-related procedures by the IVM PhD Coordinator  Paolo Scussolini  ( [email protected] ), upon starting their PhD. This information is included in the IVM PhD Guidelines document, which constitutes the reference for all aspects of PhD life at IVM. No TSP form available for download.

Check  this site for WIMEK specific procedures and the WIMEK TSP form. You can send the TSP form for approval to  [email protected] .

UU, OU, RUG, UT

You can send the TSP form for approval to [email protected] . Download TSP form (PDF)

Adjustments after approval

The training and education plan is not fixed after approval.  Please note that,  in consultation with your supervisor(s),  it is possible to change your TSP whenever you see (good) reason to do so.  The plan can be adjusted to your preferences throughout your PhD research, as long as you make sure that you meet the overall requirements for the SENSE Diploma in the end.

TSP requirements

The TSP covers a  minimum of 30 credits , using the  European Credit Transfer System  (ECTS; one credit is equivalent to a workload of 28 hours), including the following  compulsory components :

• SENSE A1 PhD introductory course – 2 ECTS
• SENSE A2 project about research in context – 2-4 ECTS
• Specialised PhD courses on content, methodology, or other research skills to improve your expertise of your research field – at least 2 ECTS
• Oral presentation in which you present your research at an open international convention – at least 1 ECTS

You can add  optional elements  such as:

• General skills courses for PhD candidates, e.g. on writing and presenting, information literacy, research ethic
• Research skills training
• Didactic skills training
• Management skills training
• Professional skills training, such as communication courses and career courses
• Publications

There is a maximum credits per training activity. For  detailed information  see our overview of possible education and training activities and ECTS (in pdf).

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The cover image is a ceramic tile stained with bovine blood used to train operators in proper forensic cleaning techniques. For further information see the article ‘“Out, Damned Spot”: The art and science of forensic restoration’. Image courtesy of Jennifer DeBruyn.

Your supervision filter

Opportunities for ‘associate’ supervision, supervision as practice, a model for supervisory leadership, communicating your supervision principles, final thoughts, further reading, author information, a beginner’s guide to supervising a phd researcher.

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Kay Guccione , Rhoda Stefanatos; A beginner’s guide to supervising a PhD researcher. Biochem (Lond) 31 October 2023; 45 (5): 11–15. doi: https://doi.org/10.1042/bio_2023_140

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This beginner’s guide to supervision has been created for anyone who supports postgraduate researchers (PGRs) with any aspect of their research or the completion of their degree. The supervision of PGRs is a complex and time-consuming job, with a high degree of responsibility. Good supervision is a key component of PGR success and is vital to the health of our research as a nation as well as the health of our individual researchers. In the recent research literature, supervision has been shown to impact on PhD completion time, retention of students, their success, their perceptions of the value of the PhD, their mental health and well-being and their career choice. In acknowledgement, the UKRI statement of Expectations for Postgraduate Training states that “Research Organisations are expected to provide excellent standards of supervision, management and mentoring … ” and the UK’s Quality Assurance Agency states that therefore “Supervisors should be provided with sufficient time, support and opportunities to develop and maintain their supervisory practice”. Noting that “supervisors represent the most important external influence in the learning and development that occurs in students’ training” the International Union of Biochemistry and Molecular Biology’s Committee on Education details interpersonal responsibilities of the supervisor that cover the need to work as partners, see the student as a whole person, be aware of power imbalance and develop strategies for the resolution of relationship difficulties, as well as giving academic and career support.

Despite the life-shaping level of impact a supervisor has, learning to supervise well is not always a top priority for researchers in the often-intense early stages of building their career, and a great many supervisors find themselves having to learn to supervise in a hurry, as they take on their first formal responsibilities. With this in mind, please resist the temptation to save this article for ‘when problems arise’ – a proactive approach will help to avoid issues down the line. Those of you who are moving towards a future supervisor role may be tempted to bookmark this article for ‘when you are officially supervising’ – and so the point we would like to start by making is that if you are interacting with PGRs in the course of your work, you are already engaging with elements of supervisory practice. Supervision is not something you will switch on once you take a formal supervisor role, but a part of your practice that can and will develop. There is a great deal you can be learning, and indeed contributing to the PGR experience, long before your first ‘official’ (or first ‘challenging’) PhD student comes along. While we draw your attention here to several important areas of practice, this is not a guide that aims to simply hand you all the information you need to get started. Rather, it is intended to offer you some ideas to ignite your thinking about yourself and the experiences that have shaped you, about how you understand the role you play in ensuring successful doctoral completion and about your power and position, all of which influence how you react to and respond to others. An ill-considered approach may, after all, have lasting negative impact on your student.

The interpersonal nature of the job means that there is no single right way to supervise, and so creating your own personal blend of approaches is going to be important. What you choose to include in that blend will depend greatly on your own context, and your prior educational and workplace experiences. Consider your own educational journey to date, your family background and social context, your status and position, your personal values, what has challenged you, who has supported you and the privileges and power that you hold ( see here for a handy graphic to help you analyse these ). The cumulative effects of these factors and experiences have given you a filter through which you interpret your role and your purpose, as a supervisor.

Indulge us in a quick experiment. From your current perspective, how would you finish this sentence: The most important thing a supervisor can do is…. Now consider how you might have finished that sentence at the start of your PhD and the many thousands of ways it could have changed through the journey. Every PGR you encounter could finish this sentence differently, and it is good to be aware of that. Your own experience of being supervised will also tint and tone your supervision filter. There is a strong instinct to emulate what we have experienced as being ‘good supervision’, and to strongly reject what we perceive to be ‘bad supervision’. It’s easy to see how this approach can have limited effectiveness, for example if you and your supervisee’s perceptions of what constitutes ‘good supervision’ are very different. A clash in expectations can cause issues that persist through the PhD and influence your entire relationship

Thinking critically and systematically about how your personal experience influences your approach is important. Supplementing that, by engaging with a wide range of opportunities, resources and conversations is important in giving you the flexibility to be able to supervise across a wide range of people, situations and expectations.

So where to begin? As an ‘unofficial’ or, as we prefer to refer to it, an ‘associate’ supervisor, building up your experience and skills can be challenging. What activities to engage with, and what opportunities to support PGRs might be available to you? The answer will of course depend on your university, your department and the support and opportunities you have from specialist supervisor developers. We know not all universities (yet) offer the opportunity for research staff to be formally added to supervisory teams and so here we make suggestions that you can seek out or even create in your workplace, without formal supervisor status.

Day-to-day PGR support . The simplest form of associate supervision is found in the support, guidance, advice and training you offer to the PGRs that you share a workspace with. Welcoming new students, helping them adjust to the environment, rhythms and demands of the PhD and supporting them with research problem solving are all hugely valuable supervision work.

Creating collaborative spaces . Leading journal clubs, practice presentation sessions or writing groups, retreats or other peer-led support groups will give you opportunities to build specific knowledge of how PGRs learn to read critically, synthesize their reading and discuss their findings in line with the academic style and conventions of your discipline. As this is often a steep learning curve in the PhD, knowing how to support students in this will stand you in great stead.

Mentoring . Engaging with formal or informal opportunities to be a mentor will help you to sharpen your skills in how to deliver a powerful and meaningful conversation. Good-quality mentoring discussions can give PGRs an opportunity to make sense of their experiences, reset their expectations and remotivate themselves to get to the PhD finish-line. All incredibly useful elements of supervision.

Leading workshops . There may be opportunities to lead workshops as part of PGR induction week, research methods courses, research ethics or integrity workshops, skills development programmes or careers sessions. All will allow you to consider what PGRs need to know to succeed, and how you can best help them to do that learning.

Consider which of the aforementioned opportunities you are already doing, those that are available to you and those that are right for you – it’s not an ‘all or nothing’ approach so consider what is timely and sustainable for you. Decide what you might need to know, read, discuss or understand in order to perform those roles to the best of your ability. Below, we make some starter suggestions for ways to complement the experiential learning listed earlier, through engaging with a range of supervisor development activities and materials. Don’t forget that the Concordat to Support the Career Development of Researchers states that you are entitled to 10 days every year, to engage with professional learning and development, and this could be a perfect way to spend some of that time:

Read your institutional ‘PGR Code of Practice’, which sets out what PGRs can expect, what support they will receive and what they must agree to contribute and abide by. Perhaps your university also has a ‘statement of expectations for supervision’ type document too?

Understand the breadth of learning that supervisors should ensure takes place within a PhD by glancing at the UK’s national framework for PhD skills development, the Researcher Development Framework .

Read about the 10 areas of practice described by the UK Council for Graduate Education’s Good Supervisory Practice Framework and the accompanying Research Supervisor’s Bibliography.

Attend workshops and courses on supervision and join supervisor communities and conversations at your institution.

Read and subscribe to the Supervising PhDs Blog which publishes short, evidence-based articles, as quick 5-minute reads.

Observe experienced supervisors in practice. This can be done formally (by agreement, as a guest sitting in on a supervision meeting) or informally by observing interactions in your group, at conferences and in other shared spaces. Listen closely to what impact supervisors have on their PGRs and consider both supervisor and PGR perspectives.

Shadow formal processes. Associate supervisors can most commonly struggle with the opportunities to see the procedural checkpoints associated with PhD supervision. Arranging to support, deputize or shadow the supervisory team at PGR interviews, annual progress reviews and viva proceedings (where possible) can give you real insight into how to manage these tricky processes.

But before getting too immersed or overwhelmed in what is a vast wealth of supportive and enlightening material on PGR supervision, we would like to invite you to reflect on what opportunities to develop as a supervisor you are already engaged in and to offer you a framework for developing your supervisory practice.

Supervision is a practice . It is something you do, not merely something you are, and it is something you can learn and develop over time, not something that is innate. It’s helpful to recognize that you are continually learning from the experiences you have attained, and the further experiences, documents, advisory articles and training courses you will encounter. Supervision is commonly thought of as a research practice, in which we as the more experienced researcher advise the PGR, sharing the benefits of our knowledge of the subject area, of the research process and of the conventions and norms of our discipline. This process of socialization into the local and global research communities is important in creating a strong scientific identity.

Supervision should also be thought of as an educational practice because the PGR is learning from us, and in order to support them to gain their doctoral qualification, we deploy different ways of helping them learn. The learning in a PhD extends beyond the project or subject scope and includes knowledge of how to accrue skills and experiences that prepare them for a range of different future career options. A supervisor doesn’t have to be a careers advisor, but their support and open-mindedness to career exploration are greatly valued by those they supervise – especially since the vast majority of PhD graduates will find their long-term career success in roles beyond academic research and teaching.

Further, we would like to focus on the idea that good supervision must also be thought of as a leadership practice, as it is one through which we leverage our status and knowledge of the culture in which we work to show our PGRs how to operate successfully within the research environment and how to secure resources and opportunities. A good leader also holds the ability to relate to those they lead and to motivate and sustain them as they take on new responsibilities and challenges – highly relevant within a research degree context.

As you might already be imagining, these different ways of thinking about supervision and the different tasks they involve can overlap and intersect with each other.

Now you have had a chance to think about who you are and what you value as a supervisor, we present a leadership framework for thinking about what you do in practice as a supervisor. It is outdated to think of supervision as purely an academic pursuit, focused entirely on the task – the research project – yet many of the policy documents we encounter will naturally focus their attention on the formal processes and checkpoints of the doctorate. Emerging in the last decade, we have seen a welcome escalation of research literature and guidance related to the holistic and interpersonal aspects of supervision, working with the preferences, contexts, motivators, career aspirations and support needs of the individual supervisee.

What we want to emphasize ( Figure 1 ), with the aid of John Adair’s model of Action Centred Leadership (1973) is the often-neglected team aspect of supervision. We have selected Adair’s model to help to illustrate supervision in practice as, first, it highlights actions that we can take to lead effectively, rather than taking a more theoretical ‘leadership-style’ approach. Second, this model asks us to reflect on the balance we create between the different areas of practice, the task, the individual and the team, which can be a helpful framework for how to partition your time as a developing supervisor. It can also be a clue as to where you might seek training and development, for instance, if you spot areas on the model that you feel less confident with or less inclined towards.

Action Centred Supervisory Leadership.

Here are some ways in which you might consider your role in cultivating the team aspect of supervision, as a way of reducing uncertainty and stress for everyone involved and creating a cohesive and supportive culture for PGRs, and for yourself. Think about your ‘team’ in the broadest sense, not just those you supervise or manage, but across the entire research ecosystem around you:

The supervisory team . Most doctorates are now supervised by more than one supervisor. How can your team work together as a cohesive support crew for PGRs, rather than operating as a group of people with competing priorities and interests? How do you work in tandem with those with oversight of PGR matters, such as PGR Convenors and Deans.

Role clarity . This applies to defining the supervisory team roles, to student–supervisor roles and to student–student roles, where there are shared activities. Who takes responsibility for making progress in the PhD? Who takes action? Who makes decisions? What responsibilities are shared?

Values and behaviour . Does your team know what you value, and what you won’t stand for? What are the team rules on sustainable working hours, taking holidays and self-care. How do you expect your team to solve problems, admit mistakes and recognize their blind spots and learning needs? What kinds of interpersonal behaviour are and are not acceptable? What strategies do you have for resolving disagreements?

Cultivate collaboration . Expect people to work together and actively reduce comparison and competitiveness. Think beyond a ‘research collaboration’ and find regular spaces for peer-learning, team-working and group discussion. Think lab meetings, journal clubs, practice presentations and writing groups. Add online chat channels for rapid response peer support. How can these physical and online spaces take on a confidence-building supportive tone, rather than spotlighting one person?

Fairness, openness and equity between PGRs . Within your team how are you ensuring that opportunities come to everyone equally? What does an inclusive working practice look like to you? When decisions must be made, how are you communicating them?

Make introductions . Commonly, supervisors are the broker between PGRs and key people in your discipline and global research community. But think local too. Introduce your PGRs to the full support network including administrators, developers, funding specialists, librarians and finance teams. Help PGRs to navigate the organization and proactively find support.

Like your wider practice, how you bring these ideas together will be developed and informed by your own experience so far. The key success factor in all of the earlier points is that you are able to role model good practices yourself, not just require them of others. Your PGRs will be strongly influenced, not by what you say, but by what they see you do in reality.

Having now thought about your own supervision filter and how this interacts with your approach to the Action Centred Leadership model, you may be beginning to crystallize certain expectations, of yourself as a supervisor (now and in the future) and of the PGRs you will supervise. The idea of actively and explicitly ‘setting expectations’ with PGRs has in recent years become a mainstay of many supervisor development programmes and advice books. There are several common expectation-setting activity worksheets such as the one created by Anne Lee and the one created by Hugh Cairns (it would be interesting here to note whether you perceive that these linked resources are based more on the task, individual or team). These tools are designed to be used in the first weeks of the PhD to get off to a good start. However, we suggest that expectation setting can usefully begin before the PGR arrives, indeed before they are accepted on to the PhD programme. It is common for academics to list topics or projects they will supervise on their institutional web pages, so why not add how you will supervise and communicate the principles that govern your approach. When you interview potential PhD candidates, why not look beyond their academic achievements, and talk to them about what they are looking for in a supervisor?

We would like to thank you for reading this post and for committing your valuable time and energy to considering our points and to taking an intentional approach to supervision, an important academic responsibility and a vital underpinning of a good research culture. Don’t forget that while the PGRs you support as a supervisor at any stage will be very appreciative, not everyone will be aware of the level of effort and expertise you are contributing to your groups and departments. Documenting your contribution and your commitment to upholding good supervisory practice can be done on your CV, in job and promotion applications, in your annual performance and development reviews and even through formal professional recognition channels like the UKCGE Recognised (Associate) Supervisor Award. Having knowledge and awareness of the contribution you are making to upholding the standards set out by research funders and regulatory bodies will benefit you in funding applications and can also help you feed in to university conversations about the development opportunities staff need and the formal recognition and opportunities for supervision that we would like to see afforded to all levels of supervisors, who, after all, make a life-changing contribution to the career success and well-being of those they supervise.■

Adair, J. (1973) Action-centred leadership . McGraw-Hill, London.

Denicolo, P., Duke, D., and Reeves, J. (2019) Supervising to inspire doctoral researchers . Sage, London

Guerin, C. and Green, I. (2013). ‘“They’re the bosses”: feedback in team supervision’. J. Furt. High. Educ . 39 , 320–335. doi: 10.1080/0309877x.2013.831039

Robertson, M.J. (2017). Trust: The power that binds in team supervision of doctoral students. High. Educ. Res. Devel . 36 , 1463–1475. doi: 10.1080/07294360.2017.1325853

Wisker, G. (2012) The good supervisor: supervising postgraduate and undergraduate research for doctoral theses and dissertations . 2nd ed. Palgrave Macmillan, Basingstoke.

Web Resources

Supervising PhDs

UKCGE Good Supervisory Practice Framework .

Kay Guccione is Head of Research Culture & Researcher Development at the University of Glasgow, UK. She is a National Teaching Fellow, with research and practice specialisms in doctoral supervision, mentoring and community building for researchers. She is editor of the Supervising PhDs blog https://supervisingphds.wordpress.com/ . Email: [email protected] .

Rhoda Stefanatos is a Researcher Development Specialist at the University of Glasgow, UK. She leads the development of a wide range of opportunities, experiences and resources for research staff. She uses her rich experience as a researcher to inform her approach to empowering researchers to communicate, create and collaborate.

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Moscow City Teachers' Training University Rankings

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* Moscow City Teachers' Training University is among the institutions that don't provide data on acceptance rates. This might happen because the university has programs where applicants only need to meet admission requirements to enroll and don't necessarily compete with others.

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The tuition table for Moscow City Teachers' Training University gives an overview of costs but prices are approximate and subject to change and don't include accommodation, textbooks, or living expenses. The costs of programs might differ significantly for local and international students. The only source of truth for current numbers is the university's official website.

Currency is in Russian Rubles (RUB).

Moscow City Teachers' Training University has financial aid programs and on-campus housing.

Programs and Degrees

Moscow city teachers' training university alumni.

Victoria Sinitsina

Victoria Alexandrovna Sinitsina is a Russian ice dancer. With Nikita Katsalapov, she is the 2022 Olympic gold medalist in the team event, 2022 Olympic silver medalist, 2021 World champion, two-time European Champion (2020,2022), the 2019 World silver medalist, the 2018–19 Grand Prix Final silver medalist, and a two-time Russian national champion (2019–2020). They have also won several medals on the Grand Prix and the Challenger Series, including winning the 2018 CS Ondrej Nepela Trophy.

Maria Paseka

Maria Valeryevna Paseka is a Russian artistic gymnast and member of the Russia women's national gymnastics team. During her decade-long career, she has primarily been successful as a vault specialist. On this apparatus, she is a two-time Olympic medalist (silver in 2016, bronze in 2012), a two-time world champion (2015, 2017), a two-time European champion (2015, 2019), the 2015 Universiade champion, and a two-time Russian national champion (2013, 2019). As a member of the Russian teams at the 2012 and 2016 Summer Olympics, Paseka won two silver medals in the team competition.

Ruslan Zhiganshin

Ruslan Nailevich Zhiganshin is a retired Russian ice dancer. With partner Elena Ilinykh, he is the 2015 Russian national champion.

Lubov Iliushechkina

Liubov Ivanovna Ilyushechkina is a Russian-born Canadian pair skater.

Moscow City Teachers' Training University faculties and divisions

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