Marie Skłodowska-Curie actions guidelines on supervision.
Date: 2021-04-09
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: EU programme, EU research policy, code of conduct, honour, innovation, job mobility, labour mobility, professional career, recruitment, research staff, student mobility, vocational guidance

Marie Skłodowska-Curie Actions 
Guidelines on Supervision 

 
 
 
EUROPEAN COMMISSION 

Directorate-General for Education, Youth, Sport and Culture 
Directorate C — Innovation, Digital Education and International Cooperation 
Unit C2 — Marie Sklodowska-Curie Actions 

E-mail:  EAC-MARIE-SKLODOWSKA-CURIE-ACTIONS@ec.europa.eu 

European Commission 
B-1049 Brussels 

The European Commission is not liable for any consequence stemming from the reuse of this publication. 

Luxembourg: Publications Office of the European Union, 2021. 
© European Union, 2021 

Reuse  is  authorised  provided  the  source  is  acknowledged.  The  reuse  policy  of  European  Commission 
documents is implemented based on Commission Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). 

PDF 

ISBN 978-92-76-19887-1 

doi: 10.2766/508311     NC-03-21-167-EN-N 

 
 
 
 
 
 
 
 
 
 
 
EUROPEAN COMMISSION 

Marie Skłodowska-Curie Actions 
Guidelines on Supervision 

This guidance document is aimed at assisting beneficiaries and researchers supported by the Marie Skłodowska-
Curie Actions. It is provided for information purposes only and is not intended to replace the consultation of any 
applicable  legal  sources.  The  European  Commission  (or  any  person  acting  on  its  behalf)  cannot  be  held 
responsible for the use made of this guidance document. 

2021 

Directorate-General for Education, Youth, Sport and Culture 
Marie Sklodowska-Curie Actions 

EN 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Marie Skłodowska-Curie Actions 
Guidelines on Supervision 

Table of Contents 

1. 
2. 

Scope .................................................................................................... 5 
Guidelines .............................................................................................. 6 
2.1.  Role of the supervisor ............................................................................... 6 
2.2.  Role of the researcher ............................................................................... 7 
2.3.  Role of institution ..................................................................................... 8 
2.4.  Training and professional development for supervisors ................................ 10 

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Marie Skłodowska-Curie Actions 
Guidelines on Supervision 

Marie Skłodowska-Curie Actions 
Guidelines on Supervision1 

The  Marie  Skłodowska-Curie  Actions  (MSCA)  are  the  European  Union’s  flagship 
programme  for  the  mobility  and  training  of  researchers,  as  well  as  the  development  of 
doctoral programmes, with a strong structuring effect on participating institutions.  

The  MSCA  contributes  to  the  achievement  of  the  European  Research  Area  and  the 
European  Education  Area,  building  on  its  core  objective  of  promoting  the  training  and 
career development of excellent, creative and innovative researchers. 

One  of  the  essential  elements  of  successful  research  is  supervision.  Good  supervision 
contributes  to  creating  a  supportive  environment  for  doctoral  and  postdoctoral 
researchers  and  staff  to  conduct  their  work  and  is  of  high  importance  for  their  career 
advancement:  guiding,  supporting,  directing,  advising  and  mentoring  are  key  factors  to 
enable  a  researcher  to  embark  on  a  promising  career  path  or  to  re-start  a  career  in 
research. 

The  MSCA  promote  effective  supervision.  In  line  with  the  principles  set  out  in  the 
European  Charter  for  Researchers  and  Code  of  Conduct  for  the  Recruitment  of 
Researchers (Charter and Code)2, MSCA beneficiaries must ensure adequate supervision 
or mentoring and appropriate career guidance. 

The MSCA Guidelines on Supervision constitute a set of recommendations to be adopted 
on  a  best-effort  basis  by  participants  in  the  programme  –  both  individuals  and 
institutions – in order to help institutions and supervisors in guiding MSCA researchers. 

These  guidelines  are  without  prejudice  to  the  Grant  Agreement,  which  constitutes  the 
legal framework for the relations between the European Commission and the beneficiary. 

The  guidelines  are  neither  prescriptive  nor  exhaustive  and  can  be  complemented  by 
other  initiatives;  they  should  be  implemented  taking  into  account  different  possible 
situations, disciplines and levels of experience of researchers. They should be considered 
as complementary to the institution’s guidelines where such guidelines exist. 

Any  issues  that  should  arise  relating  to  supervision  should  be  discussed  and  addressed 
with  the  host  institution  through  the  established  “conflict  resolution”  procedures  within 
the institution. 

1. Scope 

These  guidelines  are  addressed  to  participants  in  the  MSCA,  both  individuals  and 
institutions, whether from the academic or non-academic sector. They should serve as a 
reference for host institutions and supervisors to ensure that researchers are adequately 
supervised throughout the duration of their research project. 

The use of the terms “supervisor/supervision” is to be understood in a broad sense and 
reflects the term used in the MSCA Grant Agreements. 

1 Version: 1, Date of release: 12.04.2021 
2 Euraxess. The European Charter & Code for Researchers: https://euraxess.ec.europa.eu/jobs/charter  

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Guidelines on Supervision 

The  use  of  the  term  “researcher”  in  this  document  refers  to  MSCA-funded  researchers 
under Doctoral Networks, Postdoctoral Fellowships and MSCA Cofund. 

Some  of  the  guidelines  listed  below  may  also  apply  where  relevant  to  MSCA  Staff 
Exchanges secondees. 

The  degree  and  form  of  supervision  may  vary  according  to  disciplines,  researcher’s 
experience, type of programme or personality/skills factors. 

2. Guidelines 

2.1.  Role of the supervisor 

2.1.1.  General principles and integration of the researcher 

  Follow  the  principles  of  the  European  Charter  for  Researchers  and  Code  of 

Conduct for the Recruitment of Researchers (Charter and Code). 

  Raise  awareness  on  existing  Code  of  Ethics  or  conducts  such  as  the  European 

Code of Conduct for Research Integrity3. 

  Facilitate access to research equipment, resources, facilities and/or fieldwork. 

  Facilitate access to background and results needed for their research activities. 

  Facilitate  access  to  all  necessary  information  for  researchers  at  the  beginning  of 
their MSCA-funded fellowship (e.g. contacts for the relevant institutional services/ 
help desks). 

  Ensure  equal  treatment  of  researchers  with  special  needs,  providing  them  with 

equal opportunities in the research field. 

2.1.2.  Research support 

  Encourage the researcher to acquire academic, technical and transferable skills. 

  Provide  support,  guidance  and  constructive  feedbacks  to  the  researcher  on  the 

nature of research and the standard expected. 

  Monitor and assess the progression of the research and regularly provide feedback 

on it. 

  Develop 

jointly  with  the  researcher,  regularly  review  and  promote  the 
implementation  of  a  career  development  plan  throughout  the  fellowship,  as 
required under the Grant Agreement. 

  Provide  the  conditions  to  enable  the  researcher  to  reach  autonomy  and  gain 

management experience. 

  Encourage  the  researcher  to  follow  the  principles  set  out  in  the  MSCA  Green 

Charter with a view to reducing the environmental impact of the research. 

3 All European Academies. The European Code of Conduct for Research Integrity, 2017: https://allea.org/code-
of-conduct/  

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2.1.3.  Career development 

  Provide  counselling  and  support  on  career  development  and  information  on 

different career paths or ensure the researcher has access to this support. 

  Actively support the researcher in defining a current and prospective work plan to 

match future research and professional ambitions. 

  Support the networking opportunities, inside and outside academia, enhancing the 
researcher’s  access  to  global  knowledge,  experiences  and  key  scientists  in  the 
field or other relevant players. 

2.1.4.  Mentoring and wellbeing of the researcher 

  Serve  as  a  role  model  for  the  researcher  by  performing  research  with  integrity 

and high ethical standards. 

  Support  the  researcher  in  overcoming  possible  hurdles  and  suggest  alternative 

solutions to the problems. 

  Direct  the  researcher  towards  institutional/social  support  instruments  (such  as 

counselling) when necessary. 

  Raise  awareness  on  the  need  to  safeguard  the  wellbeing  of  the  researcher, 
explaining the possible problems that may arise during the different stage of the 
research  career  and  informing  the  researcher  about  available  support  systems, 
including for mental health. 

  Encourage the researcher to dedicate time to personal well-being and to maintain 

a healthy work-life balance. 

2.1.5.  Communication and conflict resolution 

  Ensure a regular, clear and open communication, providing clarity and consistency 

as regards mutual expectations (e.g. frequency of meetings). 

  Ensure  a  coherent  and  complementary  approach  in  joint  supervision  cases  (e.g. 

Doctoral Networks). 

  Agree  with  the  researcher,  from  the  outset,  on  a  common  approach  in  case  of 
disagreements or conflict between them and inform the researcher about existing 
institutional conflict resolution mechanisms. 

  Refer the researcher to the relevant communication channels in case of persistent 
problems  or  complaints  that  cannot  be  addressed  or  solved  through  the  internal 
procedures of conflicts resolution. 

2.2.  Role of the researcher 

2.2.1.  General principles 

  Follow the principles of the European Charter for Researchers (Charter). 

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Guidelines on Supervision 

  Perform  research  with  integrity  and  high  ethical  standards  according  to  the 

European Code of Conduct for Research Integrity. 

2.2.2.  Research 

  Manage  and  sustain  progress  in  accordance  with  the  agreed  research  plan  and 

follow-up their career development plan. 

  Follow the principle set out in the MSCA Green Charter with a view to reducing the 

environmental impact of the research. 

2.2.3.  Wellbeing 

  Raise  as  early  as  possible  with  the  supervisor  any  concerns,  uncertainties  and 

problems whether research related or of personal nature. 

  Commit to preserving a healthy work-life balance and personal well-being. 

2.2.4.  Communication and conflict resolution 

  Ensure a clear and open communication with the supervisor, providing clarity and 

consistency as regards mutual expectations (e.g. frequency of meetings). 

  Keep  the  supervisor  informed  on  the  progression  of  the  research,  providing 

relevant information and data related to it. 

  Make use of the relevant communication channels in case of persistent problems 
or complaints that cannot be addressed or solved through the internal procedures 
of conflicts resolution. 

2.3.  Role of institution 

2.3.1.  General principles and integration of the researcher 

  Commit  to  adopting  and  ensuring  the  implementation  of  the  principles  of  the 
European  Charter  for  Researchers  and  Code  of  Conduct  for  the  Recruitment  of 
Researchers (Charter and Code). 

  Provide  all  necessary  information  to  researchers  at  the  beginning  of  their  MSCA-
funded  fellowship  (relevant  services,  training  availability,  help  desks  for 
administrative  questions,  local  networks,  communication  rules  and  local/national 
social rules and welfare). 

  Raise awareness of existing documents or Codes of Ethics and Research Integrity 

in the institution. 

 

Inform  the  researchers  about  their  rights  and  obligations  under  the  Grant 
Agreement,  including  in  terms  of  publications  of  results  and  intellectual  property 
rights. 

  Provide a safe, equitable and constructive work environment for researchers. 

  Ensure access to research equipment, resources, facilities and/or fieldwork. 

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Guidelines on Supervision 

  Ensure access to background and results needed for the research activities. 

  Uphold  the  highest  standards  for  diversity  and  inclusiveness,  and  continuously 

work towards achieving gender equality. 

  Ensure  equal  treatment  of  researchers  with  special  needs,  providing  them  with 

equal opportunities in the research field. 

2.3.2.  Research support 

  Provide training for researchers on transferable skills and recognise these skills. 

  Provide  the  researchers  with  the  opportunity  to  acquire  interdisciplinary 

knowledge that supplements the value of the research performed. 

  Where  possible,  offer  access  to  institutional  training  programmes  to  the 

researchers. 

 

In  case  of  secondment,  ensure  the  researchers  are  familiar  with  and  engaged 
within the PhD awarding university, while they are located at their premises. 

  Enable the researchers to follow the principles set out in the MSCA Green Charter 

with a view to reducing the environmental impact of the research. 

2.3.3.  Career development 

  Provide adequate career services for researchers, as well as information on career 

paths, inside and outside academia. 

  Support the networking opportunities, inside and outside academia, enhancing the 
researchers’  access  to  global  knowledge,  experiences  and  key  scientists  in  the 
field or other relevant players. 

2.3.4.  Mentoring and well-being of the researchers 

  Consider  designating  a  mentor,  alongside  the  supervisor,  to  provide  the 
researcher  with  advice,  mentoring,  guidance  (not  necessarily  scientific),  in  cases 
where the supervisor does not already perform that role. 

  Provide  support  and  counselling  mechanisms  and  services  for  researchers  and 

supervisors. 

 

Implement policies that encourage researchers to dedicate time to personal well-
being. 

  Create  a  healthy  environment  for  all  researchers  to  conduct  their  work  and 

encourage their integration in the research group and community. 

  Safeguard a healthy work-life balance (e.g. working hours). 

  Raise awareness on the growing problem of mental health issues for researchers, 

properly monitor them and address potential issues. 

  Provide peer-to-peer support services and community building opportunities (e.g. 

PhD buddy programmes). 

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Guidelines on Supervision 

  Provide  inclusive,  high-quality  services  and  take  into  account  all  aspects  of 

accessibility and adjustments required for researchers with special needs. 

2.3.5.  Supervision management and conflict resolution 

  Encourage the use of joint supervision and co-supervision in those schemes where 

this option is not already mandatory (Industrial Doctorates and Joint Doctorates). 

  Recognise the work of the supervisor, and take that work into account in his/her 

assessment. 

  Develop  and  sustain  anti-discrimination  procedures  and  training  for  supervisors 

and mentors. 

  Ensure  continuity  of  the  supervision  in  case  of  prolonged  absence  of  the 

supervisor. 

  Ensure transparent procedures for conflict resolution. 

  Provide  the  researcher  with  the  relevant  communication  channels  in  case  of 
persistent problems or complaints that cannot be addressed or solved through the 
internal procedures of conflicts resolution. 

2.4.  Training and professional development for supervisors 

The  host  institution  should  ensure  high  quality  continuous  professional  development 
and  resources  for  supervisors  adequate  to  their  responsibilities  in  working  with 
researchers, such as pedagogical styles, harassment, ethics in research, mentorship, 
communication, and career advice. Such trainings should: 

  Be  highly  recommended  at  the  start  of  supervisory  practice  and  then  regularly 
updated on the base of the new developments and methodologies. Such trainings 
should  be  seen  as  investments  to  develop  support  measures,  and  not  as  an 
additional/mandatory workload. 

  Have  a  wide  focus  on  project  management,  communication,  interpersonal  skills, 

and awareness of mental health issues. 

 

Include peer-to-peer support in which supervisors themselves can ask each other 
for help or in which they can share specific questions they may have. 

  Raise  awareness  of  supervisors  on  research  integrity  issues,  including  measures 

to avoid misconduct and procedures for possible misconduct investigations. 

  Provide space for mentoring new supervisors by experienced supervisors. 

Specific  training  should  be  provided  on  a  case-to-case  basis  and  depending  on  the 
field of research. 

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