Identify the issue
Understand Yourself: What You Want in an Advisor
- Learn to identify the type of academic and professional support you are looking for in an advisor.
“It is impossible to overestimate the significance of the student-advisor relationship. One cannot be too careful about choosing an advisor. This is both a personal and professional relationship that rivals marriage and parenthood in its complexity, variety and ramifications for the rest of one’s life.”
“Anytime I make progress, my advisor acknowledges it. I converse with my advisor. It engages me and motivates me.”
“He’s been supportive since day 1. Just today, we were discussing my proposal. He said, ‘don’t worry. Everything will go well. Everything will fall into place.’ He’s so excited about another woman going into academics. ‘I don’t want to hear it. You got to go do it for the girls.”
“My advisor is hands-off. It’s like pulling teeth to get feedback.”
Your advisor is the most important person in directing your progress and completion of the doctoral program. Research consistently indicates that the quality of the relationship a student has with an advisor is associated with the likelihood that they will complete their doctoral program (Joy et al, 2015). That means selecting an advisor carefully and developing a satisfying and productive relationship with that person are critical for your success.
An advisor oversees your research and serves as the primary guide to the academic requirements of your program and the dissertation process. Your advisor is also a vital source for academic and professional opportunities (e.g., publications and employment). Their roles might also include being your class instructor, PI, or assistantship supervisor, and possibly even your visa sponsor. It is your advisor who will likely answer any questions about your academic program requirements, sign administrative work, and chair your dissertation committee.
In this module, we are focusing on your research advisor; that is, the person who is directly supervising your doctoral research. In addition to your research advisor, you will likely benefit from others (i.e., mentors) who can supplement the skills and characteristics that you value and your advisor provides.
The research literature frequently uses the terms advisor and mentor interchangeably. When we refer to some of those studies here, we are focusing on research advisors. Please check out What You Want in a Mentor to find out more about finding mentors.
Aspiring graduate students generally consider a number of variables before deciding on a university, program, and advisor. In most STEM doctoral programs, students choose and are accepted by advisors rather than assigned. In those cases, many students consider the following factors when selecting an advisor (Maher et al, 2020; Zhao et al, 2007):
- Ability to provide funding
- Alignment of research interests
- Intellectual compatibility
- Record of graduating students quickly
- Reputation in the field
- Impact on students’ future careers
Choosing an advisor is a big step, as is the advisor accepting you into their lab and research program. This means that both of you are making a substantial investment in guiding you toward reaching your goals.
Meeting Your Needs and Wants
It is important to choose your advisor with care and to make this relationship work to your benefit. Once in the program, people often say they have productive relationships with advisors who have the qualities or attributes listed below.These range from what should be expected of an advisor to what might seem ideal.
Which of the following resonate with you? Which do you have and which do you need? You may use the checklist below to mark whether you currently "Have" or "Need" each item in the list, as well as to rate each item as "Important" or "Not Important" to you.
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HAVE |
NEED |
IMPORTANT |
NOT IMPORTANT |
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Provides constructive feedback and guidance |
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Offers direct feedback on overall progress and performance in your program |
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Is accessible when you need them |
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Intellectually challenges you |
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Facilitates professional socialization (i.e., fosters collaboration) |
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Treats you as a junior colleague |
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Helps you troubleshoot when things aren’t working right |
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Is patient when you mess up and focuses on what you do right |
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Respects your limitations |
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Has a personality style and/or work style that is compatible with your own |
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Takes an interest in your intellectual development |
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Takes an interest in your professional development |
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Shares your professional interests |
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Supports your career goals |
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Is well-liked by other students and faculty |
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Is a dedicated advocate (Noor & Heil, 2012) |
Some of the characteristics listed above may not mean very much to you, whereas others may be crucial to your success in graduate school and beyond. The quality of your relationship and your satisfaction with it depends on the degree to which your advisor meets the needs and wants that are important to you.
Those you have identified as unmet by your advisor are the ones to pay attention to. Seek help in these areas, either by developing your advising relationship further or by seeking supplemental guidance, such as from a mentor. For more information, see Help Your Advisor Help You and What You Want in a Mentor,
The quality of an advising relationship can be understood as an alliance between a student and her advisor. A strong working alliance (Schlosser & Gelso, 2001; Primé et al, 2014) is characterized as comprising two major aspects: the extent to which an advisor facilitates in tangible ways the productivity and professional development of the advisee (instrumental support) and the degree of support and encouragement (psychosocial support) they provide to the advisee.
Do you and your advisor have a strong advisory working alliance? If so, what type of support do you find most beneficial in your graduate endeavors?
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Instrumental Support |
Psychosocial Support |
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My advisor helps me conduct my work within a plan. |
My advisor welcomes my input into our discussions. |
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My advisor helps me establish a timetable for the tasks of my graduate training. |
I feel respected by my advisor in our work together. |
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My advisor provides frequent feedback. |
My advisor offers me encouragement for my accomplishments |
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I meet with my advisor frequently. |
My advisor supports my personal career goals. |
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My advisor has established clear expectations of what is expected of me. |
My advisor respects my home, family, and personal responsibilities. |
Let’s Put it to Practice
Read the statements below to determine if the doctoral student is receiving instrumental or psychosocial support from her advisor.
- Rachel is meeting with her advisor to discuss her dissertation timeline.
- Michelle’s advisor welcomes her input on a manuscript they are co-authoring together.
- Ashley told her advisor she was pregnant, and her advisor congratulated her and reassured her she will find ways to handle both her work and family life.
- Ana has a bi-weekly meeting set with her advisor to discuss progress.
- Dr. Johnson clearly lays out research expectations for her doctoral advisee so she knows what to expect in her laboratory.
- Nicole told her advisor she is the primary caregiver for her mother and was relieved of her lab duties for the remainder of the semester.
We know that having a supportive advisor has implications for doctoral student success. But, does it help having an advisor who looks like you and has had similar experiences? Some studies have shown that students working with advisors of the same gender are more productive and likely to become faculty themselves (Gaule & Piacentini, 2018). Others have found that students working with a female advisor publish more (Pezzoni et al, 2016). Further, exposure to a female advisor might mitigate some of the negative impacts of gender stereotypes.
However, women are already underrepresented in STEM careers, and an even smaller percentage are in academia. The number is even smaller for women of color in STEM, which means there are likely few women of color advisors who can work with students.
So, what do you do when you want an advisor who is similar to you along some dimensions? We recommend that you seek mentorship from diverse women in STEM and join professional organizations dedicated to women and students of color. Reaching out in this way will help you feel a sense of belonging and community. [See What You Want in a Mentor for more information].
Further, you may find that your advisor (regardless of gender or background) is affirming and supportive, which will result in your success in your doctoral program. You may find that your interpersonal comfort with your advisor is most important for you [See the Relationship in Communication for more.]
Self-test
True or False? Students who rate their relationships with their advisor as less than satisfactory are less likely to complete their graduate program.
- A. True
- B. False
There are no absolutes in what constitutes a good advisor. The important criterion is to get your needs and wants met to the extent possible.
If you are working with an advisor and not everything is what you hoped for, there are three major ways to address the situation: One is to work with your advisor to improve the working alliance (See Help Your Advisor Help You and Build on Interpersonal Communication Styles). The second is to use Problem-solving Skills to better manage the situation. The third is to supplement what your advisor provides with mentors who meet your other needs.
Barnes, B. J., Williams, E. A., & Archer, S. A. (2010). Characteristics that matter most: Doctoral students' perceptions of positive and negative advisor attributes. Nacada Journal, 30(1), 34-46. https://doi.org/10.12930/0271-9517-30.1.34
Gaule, P., & Piacentini, M. (2018). An advisor like me? Advisor gender and post-graduate careers in science. Research Policy, 47(4), 805-813. https://doi.org/10.1016/j.respol.2018.02.011
Hughes, C., Schilt, K., Gorman, B., & Bratter, J. (2017). Framing the faculty gender gap: A view from STEM doctoral students. Gender, Work, and Organization, 24(4), 398–416. https://doi.org/10.1111/gwao.12174
Joy, S., Liang, X., Bilimoria, D., & Perry, S. (2015). Doctoral advisor-advisee pairing in STEM fields: Selection criteria and impact of faculty, student and departmental factors. International Journal of Doctoral Studies, 10(1), 343-363. https://doi.org/10.28945/2302
Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Lanham, MD: Rowman & Littlefield.
Maher, M. A., Wofford, A. M., Roksa, J., & Feldon, D. F. (2020). Finding a fit: biological science doctoral students’ selection of a principal investigator and research laboratory. CBE—Life Sciences Education, 19(3). https://doi.org/10.1187/cbe.19-05-0105
Noy, S., & Ray, R. (2012). Graduate students’ perceptions of their advisors: Is there systematic disadvantage in mentorship? The Journal of Higher Education, 83(6), 876–914. https://doi.org/10.1353/jhe.2012.0036
Noor, M. A. F., & Heil, C. S. S. (2012). Mentor vs. monolith: Finding and being a good graduate advisor. American Scientist, 100(6), 450. https://link.gale.com/apps/doc/A309793754/OVIC?u=asuniv&sid=OVIC&xid=46…
Paglis, L.L., Green, S. G, & Bauert, T.N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476. https://doi.org/10.1007/s11162-005-9003-2
Pezzoni, M., Mairesse, J., Stephan, P., & Lane, J. (2016). Gender and the publication output of graduate students: A case study. PLoS One, 11(1), e0145146. https://doi.org/10.1371/journal.pone.0145146
Primé, D., Bernstein, B., Wilkins, K., & Bekki, J. (2015). Measuring the advising alliance for female graduate students in science and engineering: An emerging structure. Journal of Career Assessment, 23(1), 64–78. https://doi.org/10.1177/1069072714523086
Regents of the University of Michigan. (2020). Graduate Student Mentoring Guide: A Guide for Students. Retrieved from http://www.rackham.umich.edu/faculty-and-staff/facilitating-scademic-su…
Schlosser, L. Z., & Gelso, C. J. (2001). Measuring the working alliance in advisor–advisee relationships in graduate school. Journal of Counseling Psychology, 48(2), 157–167. https://doi.org/10.1037/0022-0167.48.2.157
Schlosser, L., Lyons, H., Talleyrand, R., Kim, B., & Johnson, W. (2011). A multiculturally infused model of graduate advising relationships. Journal of Career Development, 38(1), 44–61. https://doi.org/10.1177/0894845309359286
Sverdlik, A., Hall, N., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361–388. https://doi.org/10.28945/4113
Welde, K. D., & Laursen, S. L. (2008). The “ideal type” advisor: How advisors help STEM graduate students find their ‘scientific feet’. The Open Education Journal, 1(1). https://doi.org/10.2174/1874920800801010049
Zhao, C. M., Golde, C. M., & McCormick, A. C. (2007). More than a signature: How advisor choice and advisor behavior affect doctoral student satisfaction. Journal of Further and Higher Education, 31, 263-281. https://doi.org/10.1080/03098770701424983
Special Characteristics of Your Advisor and Struggling with Life Balance Issues
Advisor's experiences encourage well-informed career decisions
Pros and Cons of an International Advisor
Experiences with an international advisor
Developing a Scientific Identity in an Advisor's Shadow
Challenges faced with establishing yourself as an independent researcher separate from an influential advisor
Hearing from Students and Having an Impact
The importance of giving back to students and making an impact in their future education and career choices
Urges students to seek multiple campus resources for support
How a positive advisor challenged his students to think for themselves
Suggestions for defining research
The importance of being open and honest with your advisor
The importance of sharing stories of sexual harassment with others and realizing that you are not alone
Explains that satisfaction comes from working with students and the opportunity to make new disco
Explains that satisfaction comes from working with students and the opportunity to make new disco
The importance of learning from mistakes and persisting despite setbacks.
The importance of learning from your effort, regardless of the outcome.
Advice on how to seek out support in graduate school and how to bounce back from setbacks.
Shares the excitement that comes from collaborating with others to make new discoveries.
Elaborates on the standard practice of science despite cultural differences.
Strategies for negotiating as a faculty member.
When it's time to graduate and when it's important to start learning on the job.
Highlights the transition into graduate level science where the answers aren't known.
The importance of goal setting and using others' experiences to make strong choices about your own p
Advice for balancing research and fun in graduate school.
Advice for students: stay focused, ask questions, and remain open-minded when working with others.
How to adapt experimental methods to match a lifestyle.
How to negotiate a schedule for raising a family and overcoming setbacks in a new career.
The importance of giving yourself credit and remembering why you are doing what you're doing.
The importance of peer relationships and the learning process that takes place despite concrete outc
Working with graduate students is a rewarding aspect of being a faculty member.
Advice for graduate students on how to maintain their confidence, courage, and dignity.
Emphasizes peer relationships and departmental climate.
How to handle being accused of having an affair with the advisor.
Explains an interdisciplinary branch of physics and the passion for research, service, and teaching.
Teaching as the impetus for work.
Discusses necessary precautions to take as a female student working late nights on campus.
Discusses necessary precautions to take as a female student working late nights on campus.
Being accused of cheating and regrets about not being more assertive.
Being accused of cheating and regrets about not being more assertive.
The importance of self-authorship and using graduate school as a process for self-definition.
Reminder that support can be found in unexpected places.
Urges female graduate students to persist in the field of mathematics because the field needs divers
How being unaware of being the only woman was advantageous to program success.
Alternatives to departmental isolation and the importance of networking.
Environmental issues faced in academia.
The importance of first impressions in choosing a graduate program.
Satisfaction comes from interacting with intelligent people across cultures.
Adjusting physical appearance to fit in with peers.
The importance of remembering that graduate school is only one part of a larger career.
Describes an incident of receiving a lower grade than a man for similar work.
The opportunity for freedom, growth, and collaboration as a faculty member.
How to survive the aftermath of a sexual harassment incident.
Highlights the gendered assumptions encountered as a faculty member.
The Importance of Having Positive Working Relationships: A Case Study
An alternative way to approach being the only woman in a given situation.
Contributions to the field are reflected through choices.
The importance of sharing stories of sexual harassment with others to gain support.
The importance of finding the right advisor to support your research goals.
How to handle being accused of having an affair with the advisor.
Explains when to confront a problem and when it may be better to maneuver around it.
How to be upfront, direct, and assertive when confronting instances of sexual harassment.
Highlights the universal customs of science.
Class performance builds confidence to remain in program.
Captures the annoyance of male colleagues making sexist assumptions and the challenges with conferen
The importance of recognizing the progress that has been made by women in science fields.
Advice for accomplishing your academic goals without making unnecessary compromises.
Emphasizes the challenge with saying no, but the importance of learning to do so.
How to make friends with colleagues to encourage a supportive environment.
Underscores the challenges that come from being the only woman in an academic department and gives s
Highlights an experience in which peers were not only colleagues, but also friends.
How the physical space in a laboratory allowed for collaboration among colleagues.
The importance of a good leader in setting standards for diversity, climate, and tenure policies.
How to observe others' reactions to subtle comments in order to gauge an appropriate response.
Urges students not to get wrapped into issues that do not directly involve them.
Departmental reactions to the choice to have children.
How to refute sexist comments and challenge gendered assumptions.
The importance of sharing stories of sexual harassment with others and realizing that you are not al
Confronting a male colleague with contradictory findings at a conference.
How colleagues can assist in making the transition into graduate life easier by sharing information
Captures the small but noticeable annoyances that come with being the only woman.
The importance of picking your battles to avoid unfair labeling.
Reminder that it is not necessary to feel comfortable socially to do good science.
Gender stereotypes faced in getting into graduate school and conducting research.
How to seek support from administrators outside the department when dealing with departmental sexism
The first realization that being a woman in science was outside the norm.
Challenges of being international and female, particularly with regards to an academic career and th
Suggestions for how to deal with sexist comments.
Playing a variety of roles as the only woman in the department.
The process of establishing yourself in the same department as your spouse.
Emphasizes positive peer relationships within her cohort.
The challenges of working in male-dominated academic environments and the negative stereotypes assoc
The feasibility of pursuing a family and science.
The importance of hearing other people's stories.
The importance of understanding priorities and allocating resources accordingly.
Advises how to keep family informed about research goals and progression from student to faculty mem
Explains some of the setbacks in dating relationships.
Advises students to continue to pursue their education because the payoff is self-respect.
The importance of believing in yourself, admitting your mistakes, and continuing to do what you love
How to accept non-traditional relationships and lifestyles in academia.
Notes the challenges of a dual career marriage and the obstacles in fighting for tenure and balancin
The process of overcoming setbacks related to career options and personal relationships.
How to balance motherhood responsibilities in graduate school.
The importance of supportive peer relationships.
Being married in graduate school and having children as a faculty member.
Advisor's experiences encourage well-informed career decisions.
The importance of a supportive network of colleagues.
Doing something useful to make a difference and how to appreciate a happy, supportive work environme
Taking time off before pursuing her PhD.
How a supportive department and a modified teaching schedule allowed for maternity leave.
How to sustain taking time off and pursuing the PhD later in life.
Advises how to keep family informed about research goals and progression from student to faculty mem
The importance of a supportive extended family in helping to balance school and children.
The importance of having a number of things in your life that bring you joy and satisfaction.
Understanding your strengths and weaknesses, but ultimately giving yourself recognition for your suc
The importance of learning over time and remaining positive in the face of criticism.
Motivation for doing work: interacting with students and doing research that can make a difference i
Emphasizes the challenge with saying no, but the importance of learning to do so.
The importance of remaining passionate and remembering that the PhD opens doors.
The importance of defining clear goals, remaining self-confident, and learning to say no.
The importance of allowing yourself the opportunity to change your mind and reconsider your goals.
The importance of knowing what you want and expecting tradeoffs on the path to get it.
Making discoveries and collaborating with others brings satisfaction.
Creating a schedule and meeting an advisor's expectations.
Advises graduate students to take a semester off if they choose to have a child because it is too ch
Explains the role children play in career choices.
Using leisure activities to relieve stress and build friendships.
The satisfaction that comes from working with colleagues and interacting with others.
The decision to get married in graduate school.
The importance of maintaining a balanced lifestyle to alleviate stress.
Addresses personal relationship sacrifices.
The importance of nurturing relationships outside of academia.
Explains the choice to have children in graduate school.
Challenges with being married to a fellow academician and finding faculty positions.
How a flexible schedule as a professor made it possible to have a family and a career.
The importance of evaluating your priorities to create balance and happiness.
Appreciation for advisor's assistance in transitioning to the US.
Emphasizes the joy in working with others and giving back to society.
Chronicles the evolution of a career over time.
Suggestions for how to increase women's participation in science with an emphasis on policy change.
The importance of being open and honest with your advisor.
How a positive advisor challenged his students to think for themselves.
Highlights the obstacles faced when trying to have research reviewed by the advisor and emphasizes t
The importance of having a variety of mentors throughout your graduate experience.
Challenges faced with establishing yourself as an independent researcher separate from an influentia
The importance of asking questions and searching for creative solutions to new problems.
The importance of finding a good advisor and making sure to get everything in writing.
Challenges in confronting the advisor with news of pregnancy.
Experiences with an international advisor.
How to maintain good relationships with colleagues while being motivated to finish the program qu
The importance of giving back to students and making an impact in their future education and care
An Arizona State University project, supported by the National Science Foundation under grants 0634519, 0910384 and 1761278
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. © 2021 CareerWISE. All rights reserved. Privacy | Legal
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