a model for participation and learning in higher education
Supervision of students is a core activity in higher education. Previous research on student supervision in higher education focus on individual and relational aspects in the supervisory relationship rather than collective, pedagogical and methodical aspects of the planning of the supervision process. This article fills these gaps by discussing potentials and challenges in “Collective Academic Supervision”, a model for supervision at the Master of Education in Guidance at Aarhus University in Denmark. The pedagogical rationale behind the model is that students’ participation and learning are interconnected. Collective Academic Supervision provides possibilities for systematic interaction between individual master students in their writing process. In this process they learn core academic competencies, such as the ability to assess theoretical and practical problems in their practice and present them to peers. In sum CAS provides a practice in which a group of students and their supervisor learn by working together. Potentials for future research is to investigate the ways in which participants – both students and teachers - can be prepared for different modes of participation and, finally, how the affective dimension of supervision is handled in a collective forum.
Higher Education, 2013, Vol 65, Issue 5, p. 581-593