Challenges in collective academic supervision. Supervisors' experiences from a master programme in guidance and counseling.

Autor/inn/en	Wichmann-Hansen, Gitte; Thomsen, Rie; Nordentoft, Helle Merete
Titel	Challenges in collective academic supervision. Supervisors' experiences from a master programme in guidance and counseling.
Quelle	In: Higher education, 70 (2015) 1, S. 19-33Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1007/s10734-014-9821-2
Schlagwörter	Dänemark; Student; Studium; Ausland; Hochschule; Studentenschaft; Studienverhalten; Akademischer Grad; Lehre; Lehre; Studium; Studienverhalten; Master-Studiengang; Akademischer Grad; Bachelor-Studiengang; Hochschule; Studentenschaft; Student; Ausland; Dänemark
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. (HRK / Abstract übernomen)
Erfasst von	Hochschulrektorenkonferenz, Bonn
Update	2016/1