Let’s Talk Co-Supervision: Research by Wald, Kumar, & Sanderson (2023)

A Let's Talk Supervision blog by Michele Jacobsen, Professor in Werklund School of Education and Association Dean, Supervision and Mentorship, University of Calgary

The Let's Talk Supervision Hybrid Reading group is part of the Supervision Community of Practice (SCoP) at the University of Calgary. The Reading Group meets monthly @ noon and provides a welcoming space to explore emerging research, share experiences, and discuss effective approaches to graduate supervision and mentorship. Hosted by Dr. Michele Jacobsen, Associate Dean, Supervision & Mentorship, these informal noon-hour sessions offer opportunities to learn from research on supervision and from one another. Whether someone is new to supervision or an experienced mentor, all faculty are welcome. Join us for thoughtful discussion, collegial connection, and a chance to strengthen your supervisory practice with peers from across disciplines.

Sept 15th – Wald, N., Kumar, V., & Sanderson, L. J. (2023). Enhancing co-supervision practice by setting expectations in a structured discussion using a research-informed tool. Higher Education Research & Development, 42(3), 757–769. https://doi.org/10.1080/07294360.2022.2082390

Precis

In this research, Wald, et al (2023) investigate the complexities of doctoral co-supervision and the interpersonal challenges that arise when multiple academics mentor a single student. Based on surveys (n=106) and interviews (n=14) with supervisors in New Zealand, Wald, et al (2023) identify significant tensions regarding (1) workload, (2) power imbalances, and (3) conflicting pedagogical styles within supervisory teams.
To mitigate these issues, the authors propose a research-informed conversational tool designed to facilitate transparent communication at the start of a project. This tool encourages structured dialogue across three primary domains: administrative arrangements, project logistics, and supervisory methods like feedback and meeting frequency. Ultimately, the authors argue that early expectation-setting is vital for fostering collaborative relationships and improving the overall doctoral experience.

Operationalizing the Tool
• Arrangements: Supervisors should discuss what they "contribute best" to ensure the division of labor is equitable and based on expertise rather than just hierarchy.
• The Project: Discussions must cover the "originality and achievability" of the research and determine which department or funder is responsible for resources.
• Pedagogies: It is critical to decide the order in which drafts are read. This prevents the student from receiving "unproductive" conflicting advice and ensures that feedback is managed as a formative growth experience for the candidate.

Questions for Discussion
1. What are the common challenges found in doctoral co-supervision?
2. How does the research-informed tool help supervisors set expectations?
3. Explain the different power dynamics and modes of team supervision.

References

Wald, N., Kumar, V., & Sanderson, L. J. (2023). Enhancing co-supervision practice by setting expectations in a structured discussion using a research-informed tool. Higher Education Research & Development, 42(3), 757–769. https://doi.org/10.1080/07294360.2022.2082390