Collective Academic Supervision: Diversity as a driver for learning

TY - GEN

T1 - Collective Academic Supervision

T2 - Diversity as a driver for learning

AU - Nordentoft, Helle Merete

PY - 2023/11

Y1 - 2023/11

N2 - Traditionally, supervision of Ph.D. and master’s theses has been performed individually. However, previous research has identified various problems with this approach. Several studies have exposed the vulnerability of the individualized supervisor–student relationship, with students and supervisors alike reporting issues including the difficult balance between authority and independence – e.g. an over-reliance on the supervisor, in particular in postgraduate supervision –personality clashes, loneliness, and a lack of ownership (Dysthe, Samara, & Westrheim, 2006). Collective Academic Supervision (CAS) is a research-based and innovative model for participation and learning in higher education (Nordentoft, Thomsen, & Wichmann-Hansen, 2013). It offers a response to these challenges, as well as addressing the need for interdisciplinary and collaborative research exploring complex problems in both natural and human sciences and developing solutions. Inspired by sociocultural learning theory, the model incorporates a progressive and systematic interaction between students in their individual writing processes and integrates the notion that learning and participation are interconnected. Moreover, diversity in supervision groups is seen a driver of both collective and individual learning. In my keynote, I will expand on the rationale for the CAS model, its theoretical foundations, and how it can be put into practice within higher education. Finally, I will address the challenges both supervisors and supervisees may experience when participating in CAS (Wichmann-Hansen, Thomsen, & Nordentoft, 2015).

AB - Traditionally, supervision of Ph.D. and master’s theses has been performed individually. However, previous research has identified various problems with this approach. Several studies have exposed the vulnerability of the individualized supervisor–student relationship, with students and supervisors alike reporting issues including the difficult balance between authority and independence – e.g. an over-reliance on the supervisor, in particular in postgraduate supervision –personality clashes, loneliness, and a lack of ownership (Dysthe, Samara, & Westrheim, 2006). Collective Academic Supervision (CAS) is a research-based and innovative model for participation and learning in higher education (Nordentoft, Thomsen, & Wichmann-Hansen, 2013). It offers a response to these challenges, as well as addressing the need for interdisciplinary and collaborative research exploring complex problems in both natural and human sciences and developing solutions. Inspired by sociocultural learning theory, the model incorporates a progressive and systematic interaction between students in their individual writing processes and integrates the notion that learning and participation are interconnected. Moreover, diversity in supervision groups is seen a driver of both collective and individual learning. In my keynote, I will expand on the rationale for the CAS model, its theoretical foundations, and how it can be put into practice within higher education. Finally, I will address the challenges both supervisors and supervisees may experience when participating in CAS (Wichmann-Hansen, Thomsen, & Nordentoft, 2015).

KW - collective academic supervision

KW - diversity

KW - learning

M3 - Article in proceedings

SP - 1

EP - 26

BT - Collective Academic Supervision

A2 - C. Vella, Nicholas

PB - Malta University Press

CY - Malta

ER -