Strategies to support research planning and organisation

You may question how independent the research can be if supervisors help individual researchers to structure their work. However, bear in mind that any adjustments the supervisor makes are about creating a level playing field. It distinguishes between an enabling action and a disabling action. The first allows the researcher to develop their skills as an independent researcher; the second creates an imbalance, shifting responsibility from the researcher to the supervisor. Making reasonable adjustments to supervisory practice does not take away the researcher's autonomy or interfere in the maintenance of academic standards.

Possible actions

Based on this understanding of appropriate and reasonable adjustments, here are some strategies for supporting a researcher in planning and organising their work:

• Talk to the researcher about what is expected from them in postgraduate research degree study
• Find out what difficulties, if any, the planning of their research might bring
• Find out the researcher's preferred method for working with, and presenting, their ideas (e.g. as a mind map, another visual method, using colour coding) and encourage them to present their plans in this format.
• Check out what software they use; many dyslexic researchers find mind mapping software like Inspirations a useful tool for the visual organisation of ideas and for creating sequences
• Be willing to engage with a planning approach unlike more traditional or ‘accepted' methods
• Help the researcher to set realistic targets which take into account the research activities which may present hurdles
• Assist in prioritising activities, including reading. If the researcher, for example, reads more slowly or has low energy or concentration levels, then your informed support can assist the researcher to efficiently select their reading. Perhaps suggest a good background text which will give a framework for their study
• Within each part of the plan, encourage the researcher to break down complex tasks into manageable units
• Define what and when tasks are expected to be completed. Confirm with the researcher that the timeframe is manageable
• Review the planning at each meeting. It could be that both supervisor and researcher may underestimate or overestimate what is possible
• Direct researchers towards resources that will support them in their research planning. Some of the resources for researchers on planning and organising research within this website may be relevant.