Challenges in Collective Academic Supervision: supervisors’ experiences from a Master Programme in Guidance and Counselling

Abstract

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.

Novice supervisors’ practices and dilemmatic space in supervision of student research projects

“…Subsequently, the supervisors share their reasons for selecting the video fragments, watch it together with their colleagues, discuss supervisor behaviour and explore alternative practices (cf. Wichmann-Hansen, Thomsen, and Nordentoft 2015). Second, the findings from this study add to findings from earlier studies suggesting that novice supervisors approach research supervision using their previous experiences as both students and supervisors (Amundsen and McAlpine 2009;Turner 2015), by using dilemmas which are inherent to studentsupervisor interaction as a starting point for sharing those experiences among colleagues who also supervise students.…”

“…These findings from literature suggests that, for students to learn from research projects, in addition to a providing them with a research-rich environment, supervisors need to apply a pedagogic approach (Boud and Lee 2005;Manathunga, Lant, and Mellick 2006). This is in line with studies into master's and undergraduates thesis supervision, which emphasise supervisors' reflections on their practices in interaction with students to foster quality in supervision of student research projects (Malcolm 2012;Wichmann-Hansen, Thomsen, and Nordentoft 2015). In addition, interactions between academics and students which help to understand the needs of students are considered pivotal in teaching in higher education and in supervision of student research projects at doctoral, master's and undergraduate level (Ashwin 2012;de Kleijn et al 2014;Mainhard et al 2009;Todd, Smith, and Bannister 2006).…”

“…De Kleijn and colleagues (2014) suggested that experienced supervisors struggle with relational aspects and also with their own professional position. Although the themes were quite broadly formulated in our study on novices, previous findings indicate that experienced supervisors negotiate research supervision within a similar dilemmatic space (de Kleijn et al 2014;Wichmann-Hansen, Thomsen, and Nordentoft 2015).…”

“…Emilsson and Johnsson 2007;Lizzio and Wilson 2004;McCulloch and Loeser 2016). In sum, previous findings from literature suggest that supervision of doctoral, master's and undergraduate research projects can be considered a form of teaching (Malcolm 2012;Manathunga, Lant, and Mellick 2006;Wichmann-Hansen, Thomsen, and Nordentoft 2015).…”

“…For example, how do experienced supervisors reflect on their practices in comparison to novices? Based on findings from previous studies it is to be expected that experienced supervisors can experience similar dilemmas (Amundsen and McAlpine 2009;de Kleijn et al 2014;Wichmann-Hansen, Thomsen, and Nordentoft 2015).…”