Supervising students

The supervision process can be mapped across a trajectory that includes initiation, exploration, development, and closure. At each stage, your role as a supervisor evolves: early phases often require more direction and structure, while later phases benefit from increased autonomy. Recognizing these shifts allows you to scaffold learning appropriately and help students become more independent over time.

The first meeting lays the groundwork for a successful supervision relationship. Key elements include clarifying roles, expectations, preferred communication styles, and setting concrete goals. This aligns with principles from contract-based supervision and co-regulation of learning — where mutual understanding and psychological safety are essential from the start.

Supervision Styles (Hersey & Blanchard, 1969)
Hersey and Blanchard’s Situational Leadership Model proposes that supervisors adapt their style based on the student’s competence and commitment. The four styles are:

1. Directing – for students who are inexperienced and need clear structure
2. Coaching – for those who are motivated but lack competence
3. Supporting – for competent but less confident students
4. Delegating – for self-directed students
   Flexibility across these styles is key to supporting diverse learners effectively.

Central to supervision is the ability to ask open-ended questions, listen actively, reflect back, and give space for student reflection. Drawing from coaching and mentoring literature, these skills enhance trust and stimulate metacognitive awareness — helping students take ownership of their learning and problem-solving

Based on Hattie & Timperley’s model (2007), high-quality feedback operates on four levels:

1. Task – Is the work accurate?
2. Process – How was the task approached?
3. Self-regulation – How can the student monitor and adapt?
4. Self – How is feedback linked to identity? (use sparingly)
   Emphasizing levels 2 and 3 helps build independent learners who can learn how to learn, rather than just correcting mistakes.

Tuckman’s model describes how teams evolve through five stages:

• Forming – polite, uncertain beginnings
• Storming – emergence of conflict or competition
• Norming – shared norms and growing trust
• Performing – effective, autonomous collaboration
• Adjourning – closure and reflection
  Your supervision should adapt: e.g., offer more structure in early phases and more autonomy later on. Recognizing and naming the stage can help normalize tensions and facilitate transitions.

Belbin’s theory identifies nine team roles that individuals tend to adopt:

 Successful teams need a balance of roles. You can use Belbin’s model to diagnose gaps in group dynamics or explain why certain combinations create tension. Encouraging students to reflect on their natural roles can improve collaboration and task distribution.

Ofman’s Core Quadrant model helps individuals reflect on their strengths (core qualities), pitfalls, challenges, and allergies (reactions to others' extremes). This model is a powerful conversation tool to support personal growth, manage differences, and build mutual understanding in teams. For example, a student with a core quality of precision may be allergic to a peer’s flexibility — understanding this dynamic can reduce friction.

At UT, thesis assessment typically involves criteria like academic depth, methodological rigor, critical reflection, and communication. Many faculties use rubrics or guidelines to improve consistency. This section can introduce examples and explain how to justify your judgments with reference to shared standards.

Research highlights common biases in assessment:

• Halo effect – one strong element (e.g., a fluent presentation) affects the entire judgment
• Leniency or severity bias – unconscious tendencies to be too strict or too forgiving
• Rubric misalignment – vague criteria or inconsistent use across assessors
  Raising awareness of these pitfalls helps supervisors improve reliability and fairness.

The final phase can be emotionally intense. Supervisors play a key role in helping students manage pressure, refine their thesis, practice their presentation, and navigate final steps (e.g., submitting, defending). Strategies include breaking work into smaller tasks, offering targeted feedback, and creating space for reflection and closure.