Abstract

Postgraduate supervision (PG supervision) is widely recognized as a key contributor to supervisors’ academic growth and development of supervisory practices. Specifically, its impact is realized on intellectual growth, pedagogical practice, institutional contribution, and personal transformation. This study aims to (1) investigate how supervision of PG students plays a role in shaping the academic supervisors’ supervisory practices, and (2) identify the various challenges that supervisors experience during the supervision of PG students and strategies used by them in addressing such challenges. This mixed method study was conducted among (N=19) supervisors, 11 of whom were males while 8 of them were females. Data were collected via a web-based survey, and follow-up interviews. The findings revealed a substantial impact of PG supervision on the supervisors’ supervisory practices. Moreover, PG supervision plays role in accelerating both academic and professional development and is associated with increased research productivity, which in turn influences supervisory practices.

Based on the findings, supervisors encounter a range of supervisory challenges. such as workload and student variability, and they adopt strategic, student-centered approaches, viewing supervision as a joint process of mutual learning. Yet, these challenges are viewed as constructive developmental opportunities rather than hindrances, and supervisors utilize a range of efficient coping mechanisms to manage the challenges of PG supervision. Thematic analysis revealed that supervision fosters academic and professional growth, enhances mentoring and feedback skills, and supports reflective teaching practices. Pedagogically, supervision should be conceptualized as a collaborative process.

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