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<p>This qualitative case study investigates how graduate research supervisors at an Australian university navigated and adapted a newly implemented multimodal, collective supervision model. While interest in collective supervision is growing, little is known about how supervisors unfamiliar with such models respond to implementation challenges. Despite the recognised need for targeted professional support, research on professional learning that supports these supervisors and explores the tensions and transformations involved remains limited. Drawing on Engeström’s interventionist methodology, the study involved interviews with three supervisors participating in a researcher-facilitated intervention. Engeström’s third-generation activity theory informed the analysis. Findings revealed that supervisors engaged in situated pedagogical decision-making as they negotiated tensions between the model’s pedagogical suggestions, their existing beliefs, and emerging student needs. They adapted it through reflective and relational practices, illustrating that tensions can serve as catalysts for supervisory learning. The intervention enabled expansive learning through dialogic reflection, peer exchange, and collaborative experimentation, highlighting the value of context-sensitive, and dialogic collaborative approaches to supervisory development.</p>

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Graduate research supervisors’ engagement with a multimodal, collective model of supervision in Australian higher education: a professional learning intervention

  • 期刊论文

  • 发表日期：

    2026年5月26日

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  • Elahe Shakhsi Dastgahian

摘要

This qualitative case study investigates how graduate research supervisors at an Australian university navigated and adapted a newly implemented multimodal, collective supervision model. While interest in collective supervision is growing, little is known about how supervisors unfamiliar with such models respond to implementation challenges. Despite the recognised need for targeted professional support, research on professional learning that supports these supervisors and explores the tensions and transformations involved remains limited. Drawing on Engeström’s interventionist methodology, the study involved interviews with three supervisors participating in a researcher-facilitated intervention. Engeström’s third-generation activity theory informed the analysis. Findings revealed that supervisors engaged in situated pedagogical decision-making as they negotiated tensions between the model’s pedagogical suggestions, their existing beliefs, and emerging student needs. They adapted it through reflective and relational practices, illustrating that tensions can serve as catalysts for supervisory learning. The intervention enabled expansive learning through dialogic reflection, peer exchange, and collaborative experimentation, highlighting the value of context-sensitive, and dialogic collaborative approaches to supervisory development.