This paper explores how the concept of "the facilitator as a fool" can be used as a guiding principle for supervising students at universities adhering to problem-based learning pedagogies. With the example of students enrolled at spatial planning studies, the paper argues that students should learn how to face uncertainty and take…

Work-integrated learning (WIL), as an educational approach, is facilitated through relationships between Higher Education Institutions (HEIs) and external 'host' organizations. Responsible host organizations should recognize that students undertaking WIL come from a range of different cultures, socio-economic backgrounds, and have varying…

This article provides a reflexive account of the authors' experiences of the ethical challenges in conducting a higher degree by research (HDR) supervision project prompted by the ethics review process in a major Australian university. The authors also raise epistemological questions about the specific focus of the study, given the interrelations…

Supervision in higher education (HE) often balances the tension between fostering student autonomy and providing sufficient guidance, especially within undergraduate programs. This paper explores an under-researched area: the dynamics of group supervision in undergraduate education, specifically how students challenge their supervisor's expertise.…

The mixed methods study was based on selected toxic leadership perceptions among faculty and staff in higher education institutions. For phase one of the study, a web-based survey was launched to analyze faculty and staff perceptions of toxic leadership behaviors. This study examined how survey respondents from a sample of faculty and staff at…

Work-integrated learning (WIL) placements, undertaken as part of a higher education qualification, are recognised as a key opportunity for developing talent that is future-capable and can meet contemporary labour market demands. A workplace supervisor that can facilitate this learning is critical to the experience. The purpose of this study was to…

Peer educators, central to the work we do in academic support and more broadly in higher education, have deep impacts on student learning, development, and success. The ways that academic support professionals in the field make sense of their relationships with peer educators can impact the structure, function, and efficacy of support programs and…

In the context of higher education as social space or "field" in the Bourdieusian sense, exploring the lived experiences of early career postgraduate supervisors allow us to (re)consider the institutionalised rhythms, procedures and practices that shape graduate supervision. At the intersections of, inter alia, increasing numbers…

Since the onset of the COVID-19 pandemic, higher education institutions have been concerned about their Master and doctoral students, in particular how and when they would be able to continue and complete their research activities and dissertations. Scholars have noted the potential deterioration in the quality of research projects for a variety…

Leaders in higher education institutions throughout the United States regard distance learning as an important part of their long-term strategic planning (Allen & Seaman, 2015). Counselor education and supervision training programs are following this trend as demonstrated by the increase of online programs being offered to train professional…

Writing as a tool for learning and reflection is acknowledged as important in education. This article discusses how writing and subsequent dialogue can support midwife supervisors in enhancing their supervisory skills. The aim of this article is to discuss the significance of reflective journals as a tool for reflection, dialogue and cooperation…

While the interpersonal nature of the supervisory relationship in research degree supervision has been recognised and different models of supervisory styles have been developed, the research supervision literature has yet to acknowledge the relational individual differences and the relational dynamics that are at play within the…

Feedback and evaluation are key components of the developmental process of supervision through which professional growth and competencies are shaped. Evaluation and feedback occur continuously throughout training and include formative and summative feedback. Supervisors and supervisees need to consider the processes and procedures through which…

Addressing the unprecedented demands created by the COVID-19 pandemic has offered a unique and timely opportunity for university and field supervisors to collectively identify and address a multiplicity of emerging issues. In response to ever-emerging demands, trainers, supervisors, and practitioners communicated and collaborated in a manner that…

Despite the surging prominence of literature that explores mobile instant messaging's (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the appropriation of MIM to leverage postgraduate supervision in authentic learning contexts are less frequent. Consequently, a gap persists on the nature of…