Find resources to help navigate challenges and resolve conflicts that may arise during the graduate supervision process with clarity and care.
Academic integrity is fundamental to a university’s intellectual life. The mission of York University is the pursuit, preservation, and dissemination of knowledge. Central to this mission, is the relationship between teaching and learning. Honesty, fairness, and mutual respect must form the basis of this relationship in the pursuit and dissemination of knowledge in the University. York University embraces the International Centre for Academic Integrity’s definition of academic integrity as acting in all academic matters with honesty, trust, fairness, respect, and responsibility, and the courage to act in accordance with these values (ICAI, 2021).
Students in the Faculty of Graduate Studies are expected to conform to strict standards of academic honesty as specified in the Academic Conduct Policy and Procedures. A lack of familiarity with relevant university policies on the part of a student does not constitute a defence against its application to them. To that end, all incoming graduate students are required to complete the Faculty of Graduate Studies Academic Integrity Module, with the exception of master’s students in the Schulich School of Business*. This module is designed to provide you with the understanding of academic integrity as it relates to your studies, what constitutes a breach, and the important principles of academic integrity. Progression beyond the first term of study is not possible until this requirement has been met.
Instructions for completion of this module will be provided to incoming graduate students at the beginning of their first term of study.
- Please review the Academic Integrity Supports for Graduate Students page individually and with your supervisor
Academic Conduct Procedures
York University’s Academic Conduct Policy and Procedures is an expression of the academic conduct appropriate to and expected of students studying and researching in Academe. These expectations, particularly with respect to plagiarism, are grounded in a principle and practice that forms the basis of the academic enterprise—namely, that the work one submits for evaluation is the product of one’s own original ideas, and that any material that belongs to someone else, because they first produced and/or presented it, must be properly referenced and cited.
If there is a suspected breach of academic conduct, the Faculty of Graduate Studies’ Academic Conduct Procedures provide a detailed description of the investigation process.
Artificial Intelligence/Generative AI/Assisted Intelligence
AI can be an effective and valuable tool as you conduct your graduate research. At the same time, it is crucial that your research represent your own rigorous, original, and distinct contribution to your field. Talk to your supervisor and/or supervisory committee before using generative AI in either your thesis or dissertation research, writing, creation, or editing. Different disciplines and fields have different norms and practices around the use of AI in research and writing – and these are evolving quickly. If you and your supervisor are unsure about the proposed use of AI, consult with your graduate program director.
- Visit YorkU GenAI for Students. Whether you are looking for support on how to learn effectively with or about GenAI, you will find information about navigating academic integrity when it comes to AI, enhancing your GenAI literacy skills, and opportunities and challenges for postsecondary students using GenAI.
- Visit YorkU GenAI 101 if you want to get started using GenAI, or just learn more about how it works and what it might mean for higher education.
- View YorkU Generative and AI Ethics which provides an overview of some key ethical questions and how they intersect with established York University values, particularly as they relate to teaching and learning.
- Visit YorkU Graduate Studies and AI which provides further guidance for those seeking to use and to oversee the use of AI in graduate theses and dissertations, though much of it will be applicable to graduate coursework and degree milestones like comprehensive exams.
- Read the YorkU Supervisor and Graduate Student Discussion Guide: Artificial Intelligence: Considerations for Graduate Research (.pdf).
Ethical Research Practices
To maximize the quality and benefits of research, a positive research environment which fosters researchers’ abilities to act honestly, accountably, openly, and fairly in the search for, and dissemination of, knowledge is critically important. It is the responsibility of all researchers at York University, including graduate students, to follow standards of conduct in research and to be aware of the mechanisms through which responsible conduct of research is enacted. Drawing directly from the Tri-Agency Framework for Responsible Conduct of Research (2021), researchers shall strive to follow the best research practices honestly, accountably, openly and fairly in the search for and in the dissemination of knowledge. In addition, researchers shall follow the requirements of applicable institutional policies and professional or disciplinary standards and shall comply with applicable laws and regulations. At a minimum, researchers are responsible for the following:
Conflict of interest management: Appropriately identifying and addressing any real, potential or perceived conflict of interest.
Rigour: Scholarly and scientific rigour in proposing and performing research; in recording, analyzing, and interpreting data; and in reporting and publishing data and findings.
Record keeping: Keeping complete and accurate records of data, methodologies and findings, including graphs and images, in accordance with the applicable funding agreement, institutional policies, laws, regulations, and professional or disciplinary standards in a manner that will allow verification or replication of the work by others.
Accurate referencing: Referencing and, where applicable, obtaining permission for the use of all published and unpublished work, including theories, concepts, data, source material, methodologies, findings, graphs and images.
Authorship: Including as authors, with their consent, all those and only those who have made a substantial contribution to, and who accept responsibility for, the contents of the publication or document. The substantial contribution may be conceptual or material.
Acknowledgement: Acknowledging appropriately all those and only those who have contributed to research, including funders and sponsors.
- Visit YorkU Graduate Studies Research Ethics which contains important information helpful to graduate students embarking on research associated with their graduate studies. All University-based research involving human participants, whether funded or non-funded, faculty or student, scholarly, commercial or consultative, is subject to the ethics review process.
It's all about relationship
"The supervisory relationship is the beating heart of graduate research pedagogy."
Dean Alice MacLachlan, York University
Relationship is central to the health and well-being of graduate supervision. Attending to healthy relationship building is the shared responsibility of students, supervisors and committee members. Up-front conversations related to expectations, learning styles, supervision approaches, communication and more are a best practice in avoiding conflict in the first place. Supervisors are asked to make use of FGS' Strong Start to Supervision ongoingly with all graduate students. At times, however, despite best intentions, conflict may arise within the graduate supervisory relationship. Conflicts should be resolved as close to the source as possible. Students and Supervisors are encouraged to address any issues promptly and informally.
- Quick Tips for Difficult Conversations (.pdf). This YorkU one-pager can guide supervisors and students on how to approach difficult conversations.
Addressing Conflict
In the event of a conflict that resists immediate resolution, the student and/or the supervisor may approach the Graduate Program Director (GPD) for advice. While not obligated, the GPD may consider recommending a course of action aimed at setting the supervisory relationship back on good footing. If conflicts continue to persist exceeding program resolution, any party may seek the advice of FGS’ Associate Dean Students. When FGS becomes aware of a supervisory breakdown, the Associate Dean Students will facilitate mediation between relevant parties. Wherever possible, mediation will be undertaken by someone trained in conflict resolution and mediation. Mediation may or may not involve both parties at one time, depending on the nature of the conflict. The Associate Dean Students may informally involve other parties, including the Associate Dean Graduate in the anchor Faculty, the Dean of the Faculty of Graduate Studies and/or relevant York University offices, in a good faith effort toward reconciliation of the parties. The Associate Dean Students may draft a written report, shared with the parties and the GPD, recommending a course of action aimed at setting the relationship back on good footing.
- Consult the Faculty of Graduate Studies' Conflict Resolution regulations found on the Graduate Supervision regulatory page.
- Visit the YorkU Teaching Commons Toolkit to learn how to facilitate dialogue and challenging conversations. The toolkit is a starting point for those seeking strategies, resources or support to thoughtfully facilitate difficult conversations and moments in the classroom. It is grounded in frameworks of accountability and transformative learning and the purpose of this guide is to support the art of critical dialogue as a fundamental skill for both learners and educators.
Supervisory Relationship Breakdown
If mediation at several levels is unsuccessful or inappropriate, and the Associate Dean Students determines that the supervisor-student relationship is beyond repair, both parties and the GPD will be informed of this determination, which is not punitive but a practical necessity to preserve the well-being of one or both of the parties. The GPD will attempt in good faith to work with the student to find alternative supervision within the unit and will keep FGS apprised of these efforts. The original supervisor may be enlisted in the effort, though responsibility for finding alternative supervision rests with the program – with the support of FGS – to make diligent efforts in securing alternate supervision. In cases where the GPD is the student’s supervisor, another member of the program executive will assume this responsibility.
If the student refuses to accept the supervision provided, or if no supervision can be secured after diligent efforts are made, then the student is not fulfilling the academic requirement of having a supervisor and, on academic grounds, may be withdrawn.
Patterns of unsatisfactory supervision (e.g., repeated supervisory breakdowns, alternative supervision arrangements, and/or increased student withdrawals) may result in a review of a supervisor’s appointment to the graduate program as per the graduate program’s appointment criteria.
Conflicts related to graduate supervision may connect to, or be informed by, many university policies and procedures. Depending on the nature of the concern, other university and provincial regulations may apply. In all instances, parties can contact FGS’ Associate Dean Students for assistance navigating relevant policies and supports.
Resources
- View Navigating HOT moments in the Classroom from Columbia University Center for Teaching and Learning. HOT is the acronym for heated, offensive and tense moments.
Feedback
In graduate studies, the provision of feedback is one of the key ways students are encouraged to learn and grow. One of your student roles associated with graduate supervision, is in the seeking out and consideration of feedback. York's guidelines stipulate that students must "give serious consideration to and respond to the advice and feedback received from the supervisor and the supervisory committee." It is important to distinguish feedback from evaluation: feedback is a formative tool that uses descriptive, constructive, and nonjudgmental language to support your growth. The provision of timely, constructive and feedback is a supervisory responsibility and knowing this may help students to accept feedback as an opportunity to strengthen their scholarly, creative and/or research works.
Iterative feedback is ideal, as it gives recipients a chance to improve before the next activity or formal evaluation. Effective feedback depends on a positive relationship between giver and recipient, creating an environment that supports development.
Feedback is an essential part of the learning process and therefore important for supervisors to point out both positive features as well as areas of improvement, and to provide detailed feedback in an organized and timely manner. As a Graduate student, understanding that feedback is a central way you will be 'taught' and encouraged to grow, can help you to see it as a sign of support.
Adopting a Growth Mindset
A growth mindset transforms "I can't" to "I can't, yet"
There is something very powerful in the intentional process of adopting a mindset that both desires and embraces growth. Psychologist and Scholar Carol Dweck, invites us to embrace the notion of 'yet' in order to shift how we view hurdles, challenges and feedback. Contrasting a growth mindset to a 'fixed' mindset, Dweck argues that what we 'think' about our abilities can either empower or limit us. For graduate students, adopting a growth mindset challenges self-imposed limitations while at the same time, challenges the notion that feedback is bad. The difference between a fixed mindset and a growth mindset can have profound impacts on a graduate student's learning journey. Let's look at this a bit closer.
A Fixed Mindset - assumes that we have a set amount ability or intelligence where the focus remains on maximising what we have (after all, we got into graduate school, didn't we?) rather than developing your intellect and capabilities. According to Dweck's scholarship, a fixed mindset is accompanied by a tacit fear of failure, avoidance of challenges, an emphasis on proving oneself, ignoring or discrediting feedback, rejecting the notion that more effort is required, and sometimes feeling threatened.
A Growth Mindset - believes that we can grow our talents, abilities and intelligence through intentional learning, goal setting and effort. With this stance on our capabilities, i.e. that they aren’t fixed, Dweck suggests that this mindset gives way to the belief that we can grow and improve throughout our lives and in this case, throughout our graduate school journey. According to Dweck's scholarship, a growth mindset is accompanied by a deep belief that we can learn from 'failure', and that we should embrace challenges, while emphasizing small indicators of improvement. The drive to value effort and develop new skills and refine current ones is central to a growth mindset, where feedback is actively sought and constructive criticism is welcomed. A growth mindset can be a healing tonic to feelings of inadequacy, where we are inspired by the the success of others, viewing their success as inspiration for us to do the same.
- Watch Developing a Growth Mindset (video) with Dr. Carol Dweck
"You don't know what your abilities are until you make a full commitment to developing them." Carol Dweck
Giving Feedback
In any healthy relationship, including the supervisory relationship, the giving and receiving of feedback is important. For you to thrive in your supervisory relationship, it's important that you provide your supervisor and supervisory committee members with feedback on how you are experiencing the teaching and support being provided. When giving feedback it's best to:
Focus on the behaviour, not the person.
- Use “I” statements to describe actions, feelings and desired outcomes. For example: “I haven’t seen you in class this week. I’m concerned you’re missing key info. Can we talk?”
- Focus on changeable behaviour and avoid absolutes like “always” or “never.”
Do not rely solely on discussion for feedback on writing:
- Provide written comments that outline concrete, specific examples or actions for improvement to support and document progress.
- Consider recording audio comments to retain some of the advantages of verbal communication (e.g., nuance, tone).
As part of the learning process, feedback needs to be specific, detailed, constructive and timely:
- Vague or derogatory comments (e.g., “this is nonsense”) do not explain or address the problem.
- Constructive comments (e.g., “define X before introducing Y”) make specific suggestions that help to quickly improve writing by reducing trial and error. Give specific examples.
- Encouraging students to revise immediately after getting feedback is also an effective strategy for facilitating student progress (Brookhart, 2012).
- Balance strengths and areas for growth. Reinforce what is working and offer constructive suggestions for improvement with clear, actionable steps.
- Give feedback promptly, choose the right moment and prepare for when delivering negative feedback.
It can be helpful to both the supervisor and the student to organize and prioritize comments. Feedback can be broken down by level of abstraction:
- High-level content-oriented comments might include your overall impression of the work, offer suggestions for organization, identify gaps to address, or offer relevant references.
- Mid-level stylistic and presentation comments apply not just to a specific instance but to a broader pattern of argumentation or analysis, mid-level comments would explicitly address this pattern rather than simply correcting a given occurrence.
- Low-level comments on syntax, grammar and other surface issues are important (e.g., writing style, typos), but should be avoided until high-level or mid-level comments that necessitate major revisions to content are first completed.
Receiving Feedback
- Listen: don’t interrupt and focus on hearing what is being said rather than planning your response.
- Watch your reactions: body language and tone matter so be attentive to show respect, interest and value for what is being shared.
- Be receptive: stay open to different perspectives, opinions and new ideas as you might learn something valuable.
- Clarify: ensure you understand the feedback by asking questions, repeating and summarizing key points, and, when possible, stating the specific kind of feedback you are seeking.
- Reflect and choose: consider the feedback’s value and decide how to respond. If unsure, seek a second opinion.
- Follow up: act on the feedback where appropriate which may include revising your work or scheduling a follow-up discussion.
Regular Review
Reviewing research plans and processes on a regular basis can be helpful for both the student and supervisor. Students may encounter unexpected problems such as errors in data analysis, unexpected results, data collection challenges, or technological issues. Establishing a regular meeting schedule allows supervisors to review research plans and address unexpected issues before they become larger problems. Follow up, be available for questions, and offer future feedback opportunities.
Additional Support
- For graduate students who need additional support and resources to improve their writing, there is the Writing Centre, Learning Commons, the ESL Open Learning Centre, Academic Advising the Multimedia Language Centre and the Glendon Writing Centre.
- Read the Developing Engagement with Feedback Toolkit (DEFT) (.pdf) from the Higher Education Academy written by Dr. Naomi Winstone, University of Surrey and Dr. Robert Nash, Aston University. The DEFT Toolkit (.pdf) was developed to support educators and students to work together in partnership, to overcome some of the key barriers to student engagement with feedback. The resources contained in the toolkit are designed to be flexible, such that an educator can choose different elements that seem most applicable to their students’ discipline area or level of study.
Adapted from Receiving and giving effective feedback. Centre for Teaching Excellence, University of Waterloo and Graduate and Postdoctoral Studies, McGill University. This work is licensed under CC BY-NC 4.0
Resources
- Visit Graduate Student Wellness Services at the Faculty of Graduate Studies at YorkU.
- Read Do's and Don'ts of Supportive Listening (.pdf).
- Read How Are You Feeling? (.pdf).
- Read and share Where Can You Go for Help? (.pdf).