Collective academic supervision: a model for participation and learning in higher education

Abstract

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.

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

“…In an earlier article (Nordentoft et al 2013) we presented a model of Collective Academic Supervision (CAS) for learning in higher education whereby the individual projects of master students are supervised in group sessions. We have been developing CAS since 2009 as a specific supervision form practiced by all supervisors at each module in the Master Programme in Guidance and Counselling, Aarhus University.…”

“…We have been developing CAS since 2009 as a specific supervision form practiced by all supervisors at each module in the Master Programme in Guidance and Counselling, Aarhus University. CAS provides a structure in which 4-5 students receive academic and professional input through interaction with their supervisor and peers in three group sessions during the module (Thomsen and Nordentoft 2011;Nordentoft et al 2013). The core idea is that greater exposure to the theoretical and methodological approaches of their peers can help in honing students' argumentation for their own approach and choices.…”

Doctoral Education in a Successful Ecological Niche: A Qualitative Exploratory Case Study of the Relationship between the Microclimate and Doctoral Students’ Learning to Become a Researcher

“…Most scholarly communities entail ecological niches in which the doctoral students learn the codes and practices of research (Humphrey, 2012). Whilst research on doctoral supervision is increasing (DiMino & Risler, 2012;Gatfield, 2005;Green & Bowden, 2012;Mainhard, van der Rijst, van Tartwijk, & Wubbels, 2009;Nordentoft, Thomsen, & Wichmann-Hansen, 2013), it could be argued that these studies may not reflect the features of the microclimate in ecological niches of doctoral education.…”

Factors Influencing Gen-Y Undergraduates’ Choice of Research Supervisor: A Case Study of a Malaysian Private University

“…What factors affect a student's choice of supervisor, especially at the undergraduate level, is mostly an understudied area. Existing research on research supervision revolves around postgraduate students, and that too is limited to the period when the research students have actually initiated their research studies (Al-Naggar, Sarory, Al-Naggar, & Al-Muosli, 2012;Burnett, 1999;Fulton & Turner, 2008;Ismail et al, 2011;Lessing & Schulze, 2002;Malfroy, 2005;Nordentoft, Thomsen, & Wichmann-Hansen, 2013;Svinhufvud & Vehviläinen, 2013;Vilkinas, 2008). This paper focuses on undergraduate research students who are yet to embark on their research journey.…”