This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising…

Supervisors provide evaluations, act as professional gatekeepers, and serve a central function to psychotherapy training, yet little is known about the impact of power dynamics on the supervisory relationship and the psychotherapy trainee. The present study offers a closer examination of Bordin's (1983) concept of supervisory alliance, revealing a…

In Quebec (Canada), a new normative framework and the COVID-19 pandemic have precipitated the hiring, by the ministry of education, of at least a hundred new resource persons to monitor home education. According to international writings, these professionals are at the crossroads of normative, political, and educational conflicts. Our literature…

Our study examines the relationships of six dyads of women advisors and advisees in one doctoral program to understand power, context, and personal transformation. We found that mentoring is context specific and power dynamics range from equitable to hierarchical. This article explores the connection between relational cultural theory and…

Although PhD supervision has been recognised as an educative process and a complex pedagogy for decades, there is little research into on-site pedagogic processes. Informed by social constructionism and a Foucauldian approach, this qualitative case study explores how learning opportunities were created by analysing both a supervisor's verbal…

This study investigated the correlations between science research group members' perceptions of power bases used by their group (lab, team) leader (coercive, reward, legitimate, expert and referent) and the effect of those perceptions on group members' attitudinal compliance, behavioral compliance, and satisfaction with supervision. Participants…

A great deal of literature in recent years has focused on the supervisory relationship, yet very little has been written about the nature or content of supervisory meetings, beyond commenting on the frequency and length of meetings. Through semi-structured interviews, informal discussions with colleagues and students, a critical review of…

Many universities have introduced team supervision as a means of intervening in the intensity of the traditional supervisor-student dyad. This policy is intended to provide students with a great support during their candidature and to share the burden of sole supervision. It is also a pedagogy that seeks to support students' engagement with new…

Through empirically identified variables that could assist in delineating the role of the supervisor within the school, the supervisor, in his exercise of influence and power, must rely more on the formal than the informal power structure. If the supervisor can modify his own role behavior to a "supportive style" of leadership, he can, to a…

There is a current consensus in the literature and policy documents on postgraduate supervision that positions mentoring as the most effective supervision strategy. Authors suggest that this approach to supervision overcomes some of the problematic, hierarchical aspects embedded in supervision as a pedagogical practice. They portray supervision as…

Little is known about subordinate attributions connected with perceptions of supervisory influence. Data about first- and second-level supervisors from a nationwide insurance organization revealed that perceived supervisory influence was significantly related to perceptions of supervisory effectiveness, influence over valued rewards and the task,…

A study of 64 social work supervisors and 65 supervisees explores elements of structure, authority, and teaching within the supervisory relationship. Incongruence in actual and preferred structure, authority, and content in supervision indicates a need to examine autonomy in practice and control in supervision. (MSE)

This learning unit on supervising with authority is one in the Choice Series, a self-learning development program for supervisors. Purpose stated for the approximately eight-hour-long unit is to enable the supervisor to define authority, distinguish between different types of authority, and use authority more effectively in the workplace. An…

Presents a study extending a model of leadership response based on attribution theories to include measures of locus of control and situational control. Describes a procedure by which subjects responded to descriptions of subordinate performance. Concludes that supervisors with an external locus of control were less sensitive to subordinate…

This learning unit on supervising in the system is one in the Choice Series, a self-learning development program for supervisors. Purpose stated for the approximately eight-hour-long unit is to enable the supervisor to understand organizations as systems, understand how authority and responsibility work in the workplace, distinguish between types…