Table 3 Student defined characteristics of 'good' and 'poor' quality supervision

• Takes a personal interest in the student and in the country and culture

• Too busy

• Engenders a sense of trust and confidence in the student

• Does not seem interested in the project

• Understands the particular challenges for international students

• Task focused, does not take a personal interest - too 'professional'

• Is accessible (e.g. answers emails, is willing to have the odd one-off meeting when needed)

• Student is unsure if they can trust them to guide their project

• Reads work and provides detailed and specific feedback

• Provides inconsistent advice

• Provides a way forward when stuck - suggests new avenues of inquiry

• Inaccessible (e.g. does not reply to emails)

• Provides clear guidance

• Does not read work

• Suggests reading material

• Feedback is too general

• Encourages and welcomes debate

• Throws back questions to the student rather than suggesting possible new directions

• Is an expert in the subject area

• Gives criticism in an insensitive or destructive way

• Challenges the student

• Is not an expert in the subject area

• Acts as a gate-keeper, helping student to identify and take opportunities to build networks and develop skills (e.g. by encouraging the student to present at a conference or to contact an eminent researcher in the field)