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 individualised 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 and Westrheim, 2006). Collective Academic Supervision (CAS) is a research-based and innovative model for participation and learning in higher education (Nordentoft, Thomsen and 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 as a driver of both collective and individual learning. In my keynote, I expand on the rationale for the CAS model, its theoretical foundations, and how it can be put into practice within higher education. Finally, I address the challenges both supervisors and supervisees may experience when participating in CAS (Wichmann-Hansen, Thomsen and Nordentoft, 2015).

peer-reviewed