Supervision of graduate students is a core activity in higher education. Previous research on graduate supervision focuses on individual and relational aspects of the supervisory relationship rather than collective, pedagogical and methodological aspects of the supervision process. In presenting a collective model we have developed for academic supervision of Danish master students, we seek to fill these gaps. The underlying pedagogical rationale for the model is that students' participation and learning are interconnected. The model provides possibilities for incorporating a progressive and systematic interaction between master students in their individual writing processes. In the article, we investigate the potentials and challenges of the model and draw on analyses of six individual interviews with master students and one focus group interview with five supervisors. Our findings show that students learn core academic competencies in collective academic supervision (CAS), such as the ability to assess theoretical and practical problems in their practice and present them to peers. The analysis reveals that interaction between divergent projects and voices in CAS can be highly productive in academic learning. However, the model also challenges both students and supervisors because both parties are used to a oneto-one supervisory relationship and not prepared for different modes of participation and learning. According to both supervisors and students, the majority of supervisors need better training in the facilitation of collective supervision processes.

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The idea of peer and group learning is not new in higher education. It has been applied and studied extensively in courses, programmes, and other formal classroom contexts. However, there is not, as yet, a correspondingly large body of research into peer learning in supervision contexts. In this article we address the challenges experienced by supervisors practising Collective Academic Supervision (CAS) as part of a Master Programme in Guidance and Counselling. The data stem from a research and development project and consist of video footage from three collegial development seminars in which five supervisors at master's level watched and discussed video footage of their own supervision of practices. The article, therefore, adds to existing literature on supervision in higher education by illuminating supervisors' perspective on collective supervision processes. Our analysis reveals three major challenges experienced by the supervisors: (1) facilitating equal participation within heterogeneous student groups, (2) balancing between providing answers and involving students, (3) identifying and developing the students' analytical skills. We discuss the practical implications of these challenges and conclude that metacommunication regarding individual expectations and group behaviour should be part of supervisors' repertoire of strategies when practicing CAS. However, more research is needed regarding supervisors' dilemmas, roles and responsibilities in collective supervision, as well as modes of interaction between supervisors and students in different study contexts.

In the current socio-political conjuncture, collaborative, dialogic forms of knowledge production abound and are idealised as democratic and inclusive. The aim of the article is to contribute to the body of critical, reflexive analyses of collaborative research by analysing how complex dynamics of exclusion as well as inclusion create tensions in researchers’ attempts to establish collaborative relations in the initial phase of an action research project. The analysis applies a framework combining Bakhtinian dialogic communication theory and Foucauldian theory to explore inclusion and exclusion in the tensional interplay of multiple voices whereby certain voices dominate. Finally, the article offers a typology of ideal types of collaborative research relations that can be used in the initial research phase as a platform for reflexive discussion between researchers and potential collaborative partners about their respective understandings of collaboration and dialogue and corresponding expectations about the research process and results.

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